The 1st PGSD UST International Conference on Education
Volume 1 (2018)
ISSN 26550687
The Effectiveness of Illustrated Story Books to Improve Vocabulary in
Children Aged 5-6 Years in East Kalimantan
Tiara Ferdiyanti
Yogyakarta State University
Yogyakarta, Indonesia
E-mail: tiaraferdiyanti0705@gmail.com
Abstract: This study aims to improve the
effectiveness of illustrated storybooks to improve
vocabulary in children aged 5-6 years in East
Kalimantan. The improvement of illustrated
storybooks can be seen from the change in ability
improvement from cycle I to cycle II. This research
is a type of classroom action research (CAR) with
the design used is the Kemmis and McTaggart
model which has four stages in each cycle, namely:
planning, implementation, observation and
reflection. The research subjects were children of
class B. Data collection in this study used the
observation and test methods. Data collection
instruments used were observation guides and
ability test instruments to improve vocabulary as
indicated by changes in ability to increase from
cycle I to cycle II. Children become easier to
understand and do instructions from the teacher
well after improvements are made in terms of
media and children so that the child's vocabulary
ability increases. This is evidenced by the increase
in the ability test results to increase vocabulary that
has met the minimum completeness criteria (KKM)
which is 70%. The initial ability of TF subjects is
25%, DF is 30%, MDN is 45%, and YP subjects
are 30%. Then after the first cycle action all
subjects experienced an increase, TF subjects were
70%, DF 70%, MDN 50%, and YP 55%. Then
after learning and improvement in cycle II all
subjects had met the minimum completeness
criteria of KKM 70%, with achievement of TF
subject value 85% with good category, subject DF
80% with good category, MDN 75% with
sufficient category, and YP 75% with enough
categories.
Keywords : Nationalism; VCT
1. Introduction
Early childhood is the most important
period in child development. And experts call
this period of development in childhood as a
golden age which only happens once and
cannot be delayed or repeated again. Currently
PGSD Universitas Sarjanawiyata Tamansiswa 2018
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Tadkiroatun Musfiroh
Yogyakarta State University
Yogyakarta, Indonesia
parental awareness of early childhood
education is also increasing. This can be
proven by the increasing number of early
childhood children who are put in place or
schools that are oriented to early childhood
education.
Early childhood or early childhood are
children who are at the age of zero to eight
years of age [6]. Law Number 20 of 2003
concerning the National Education System
states that Early Childhood Education (PAUD)
is a coaching effort aimed at children from
birth to six years of age carried out through the
provision of training in education to assist
growth and development for the physical and
spiritual so that the child has readiness to enter
further education.
At the age of 0-6 years is the period of the
most important period for child growth and
development. Failure of growth and
development at this time can result in failure
in the aftermath. According to explains that
early childhood is the age of gold or golden
age where all growth and development and its
potential to grow and develop very rapidly.
Coercion in learning will not be able to
make children gain knowledge, but instead
will lose the golden times in the process of
mental acquisition. Story activities are an
effective way to provide a pre-reading
experience while at the same time increasing
vocabulary and can also instill moral values
and faith. In connection with efforts to provide
a pre-reading experience to children, reading
stories with sincerity is very useful to generate
positive feelings in children [7]. That positive
feeling is what drives children to master books
faster, so that their interest in books as a role,
especially reading, grows dynamically.
Storytelling using illustrated story books
can be an effective stimulation for
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kindergarten children, because at that time it
was an effective way to increase their
vocabulary. Reading stories can be an
effective example for children how reading
activities should be done. Indirectly, children
can get examples of people who like and are
smart to read from what they have seen. If you
often get many examples, then the vocabulary
can increase and increase. Children will learn
to identify symbols in writing and in a series
of words and sentences.
A little word picture book is a good tool to
stimulate children to love reading. Striking
colors contained in the writing will stimulate
the interest of the child to read as well as
arouse his curiosity. Colorful and attractive
book packaging also makes it easy for children
to learn. Meanwhile, part of the child who
already has a reading experience at a previous
age, a little word book can increase his
vocabulary.
The experience in the field also shows that
all this time teachers still rarely use pictorial
storybook media to improve vocabulary. The
use of media that is often found in the form of
a guidebook learning to read without pictures.
Given the deficiencies in these conditions, it is
necessary to try on conditions that make
children improve their vocabulary. With the
media pictorial storybooks are expected to also
increase vocabulary in children. A little word
picture book is a good learning tool to
stimulate children to love reading books. The
striking colors stimulate the interest in reading
"reading" as well as arouse curiosity. This is a
very valuable provision. For children who
have never known letters at all, colorful book
packaging makes it easy for children to learn
to read. Meanwhile, for children who already
have a pre-reading experience at a previous
age, a little word picture book can improve
reading learning vocabulary.
Based on the background and the results of
the need analysis above, the researcher took
the title "Effectiveness of Picture Fable
Storybooks to Increase Vocabulary in Children
5-6 years in East Kalimantan". Storybooks
developed are complementary to students'
books and to enrich the material in vocabulary.
This picture book is right for children because
in reality children tend to be more fond of
reading picture books than reading existing
textbooks. Children who are interested in the
visual appearance and attractiveness of the
story will have a stronger interest and
PGSD Universitas Sarjanawiyata Tamansiswa 2018
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motivation to read picture books so that they
are unaware of following the true storyline to
increase their knowledge and the concept of
matter.
2. Material & Methodology
2.1. Research methods
The research approach used by
researchers to determine the success of using
illustrated storybooks to improve vocabulary
in children aged 5-6 years is classroom action
research (CAR).
2.2. Place and time of research
This research was conducted at TK
Kartika V-15 Kec. Janan Loa, East
Kalimantan, having its address at the gate of
Dayaku for 1 month.
2.3. Research subject
The subjects of this study were students
of kindergarten class B with a total of 4 girls
who were considered to have low vocabulary
mastery skills. There are also objects in this
study to improve vocabulary in children aged
5-6 years in East Kalimantan.
2.4. Data collection techniques
Data collection used in this study is
observation and ability tests to improve
vocabulary.
2.5. Research instrument
The types of instruments used by
researchers are observation sheets and learning
outcomes that aim to find out the ability in
students' vocabulary.
2.6. Instrument Validity Test
The technique used in this study is
content validity which means, the contents of
the measurement tool that is estimated in
accordance with what has been taught based
on the curriculum. This validity test is
intended to measure the level of alignment
between the instruments used and the learning
material provided. In this study, the data
measured using content validity is an
instrument used to measure vocabulary
mastery.
2.7. Procedure
The design used in this study is a design
developed by Kemmis and McTaggart [3]. In
this design there are several actions in the
form of cycles, in each cycle consisting of four
stages, namely:
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Planning
The steps for the planning activities are as
follows: a) Make observations to see students'
initial abilities; b) Making learning media in the
form of illustrated story books; c) Coordination
with class teachers about the problems to be taken;
d) Making Observation sheets; e) Make a test sheet.
Actions
The implementation of this action means
the treatment that will be carried out to
students. The steps for the activities are as
follows: a) The teacher displays or displays
media picture books to children; b) The
teacher explains and then students are asked to
read story books aloud independently; c) After
the teacher has finished explaining then the
students are asked to find the names of objects
independently; d) Then the teacher mentions
one of the names of objects in the illustrated
storybook that has been determined by the
name of the object; e) The teacher then
separates the name of the object that has been
determined by the teacher and mentions one of
the names of the objects then the child points
to the appropriate writing or picture mentioned
by the teacher; f) Then the teacher mentions
one of the names of the objects then the child
writes the name of the object independently.
Observation
Observations are made during learning.
Observations were made by observing and
recording all the things that happened during
the learning process, which included the
child's behavior, as well as the weaknesses and
strengths found.
Reflection
Researchers reflect after taking action.
The researcher and the correspondent conduct
discussions and evaluate what is done in the
learning activities. The results of these tests
can be reviewed and then evaluated to improve
the next action. The following things are done
at this stage, are: a) Identify difficulties and
obstacles in cycle 1; b) Improve actions based
on obstacles found in cycle 1 to carry out the
next cycle.
2.8. Data analysis technique
The data in this study were analyzed
using quantitative and qualitative descriptive
analysis to find out the results of increasing
vocabulary in children aged 5-6 years.
Analysis of qualitative and quantitative
descriptive data is information that appears in
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the field and has characteristics that can be
displayed in the form of numbers in the form
of scoring results on evaluation of learning at
the time before using illustrated storybooks
and after using illustrated story books in the
form of percentages presented through tables
and diagrams of results scoring test
evaluations and guide observations made.
Level of mastery of the Letter Value of
Predicate Weight
Information :
NP: Percentage value sought or expected
R: The raw score obtained
SM: Ideal maximum score of the test in
question
100: Fixed number
A formula that can be used to determine
the scores obtained by students at the time
before the action is taken and after using the
pictorial storybook [2] as follows:
Table 1 Assessment Criteria According to
Ngalim Purwanto are:
2.9. Indicator of Success
Level of Letter of Weight predicate
Mastery value
86-100% A 4 Very Good
76-85% B 3 Good
60-75% C 2 Enough
55-59% D 1 Less
≤ - 54% TL 0 Very Less
In this study can be said to be successful
if there is an increase in pre-test scores and
post-test scores. Besides that the post-test
score has reached the defined KKM which is
70.
3. Research result
3.1. Description of Research Subject
The subject of the research was the
students of kindergarten B TK Tk Kartika V-
15 Kec. Loa Janan, East Kalimantan, which
consists of four students with the female
gender entirely. And physically they are old
enough to be able to read but they are not yet
proficient at reading quickly.
3.2. Action Description Cycle 1
From the data of observations and tests
before the action is given, it can be seen that
all subjects have mastery skills in low
vocabulary. The following is an overview of
the initial ability to master the vocabulary of
objects in TK Kartika V-15 can be seen in the
table below:
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 Table 2 Pre-test results increase vocabulary Table 4 Results of Post-Test ability to increase
for children aged 5-6 years in class B vocabulary in class B students
score Learning No. Subject cycle I Cycle II
No. Subject Score Achievement Criteria
achieved
Value the the
1. TF 20 5 25% score score
obtained obtained
2. DF 20 6 30% 1. TF 70% 85% Good
3. MDN 20 9 45% 2. DF 70% 80% Good
4. YP 20 9 30%
3. MDN 50% 75% Enough
Average Score 32,5%
4. YP 55% 75% Enough
Concept Understanding Criteria Less

The implementation of the first cycle of 4. Discussion

action in this study was carried out 3 times a The implementation of the action in this
meeting and each action was carried out for 45 study is the effectiveness of illustrated
minutes or 1 hour of study and the subject was storybooks to improve vocabulary in children
given an evaluation test to determine the aged 5-6 years in East Kalimantan.
extent of the subject's development so that it Knowledge of vocabulary is the most
could be compared with the initial abilities basic thing to be mastered for each individual.
possessed by the subject. The results of the The more vocabulary an individual has, the
Pre-test and post-test in increasing the more skilled the individual is in speaking or
vocabulary in the first cycle are presented in communicating. However, the problem in this
the following table: study is the lack of increased vocabulary
around East Kalimantan. Based on the results
Table 3 Post-Test Results increase vocabulary of observations and interviews it can be seen
for children aged 5-6 years in class B of cycle I that the vocabulary vocabulary of students is
Initial still low. Thus there is a need for learning
No. Subject ability Post- Test criteria media especially to increase student
vocabulary.
the score the score In line with this opinion, the media that
obtained obtained can facilitate students in capturing information
1. TF 25% 70% Enough must be visual-based media. Media that can
2. DF 30% 70% Enough attract students' interest and attention in
learning, one of which is illustrated story
3. MDN 45% 50% Less
books.
4. YP 30% 55% Less This study uses a type of classroom action
research consisting of 2 cycles, namely cycle I
3.3. Description of Cycle II actions and cycle II, where the first cycle is done with
In the second cycle action is carried out in 2 meetings. This study was stopped if all
2x meetings and each is carried out for 1 subjects had achieved a predetermined success
lesson hour (1 x 45 minutes) and ends with an indicator, namely achieving minimum
evaluation test to find out the improvement completeness criteria (KKM 70).
achieved so that it can be known the increase From the results of the implementation of
between cycle I and cycle II. The results of the the cycle I and II actions showed that the
Post-Test vocabulary increase in cycle II are ability to improve vocabulary has increased
presented in the following table: when compared to the ability at the time of the
Pre-test. The increase in vocabulary mastery
can be seen from the percentage of
achievement obtained at pre-test, post-test
cycle I and post-test cycle II. Several factors
have led to the use of illustrated storybooks to
improve vocabulary in children aged 5-6

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years. These media have advantages that can References
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5. Conclusion
[5] Hariyanto.(2012). Pengertian Media
Based on the results of the research and
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[6] Musfiroh. Tadzkiroatun (2005) .
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[7] Musfiroh. Tadzkiroatun .(2009).
The acquisition of the TF pre-test value is
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25%, DF 30%, MDN 45%, YP 30%. The
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ability to increase vocabulary increases and
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reach KKM after actions in cycle I and cycle
II. TF subjects increased by 45% in cycle I and
cycle 15% in cycle II, DF experienced an
increase of 40% in cycle I and 10% in cycle II,
MDN experienced an increase of 5% in cycle I
and 25% in cycle II, YP has increased by 25%
in the first cycle and 20% in the second cycle.
Thus the score obtained by the subject has met
the predetermined indicator of success that is
70.

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