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80 308 1 SM
Abstract
This study examines the effectiveness of storytelling as a method for enhancing
language development in children aged 5-6 years. This study uses a qualitative
approach. The study observed 20 children's language acquisition through a
storytelling program. The research collected data through observation and
interviews of the children's storytelling activities. The findings reveal that
storytelling can be a valuable tool for promoting language development, including
expanding vocabulary, improving sentence structure, and developing storytelling
skills. The study also identified that children's engagement in storytelling activities
positively impacts their motivation to learn and interact with their peers. Based on
these findings, the study suggests that incorporating storytelling activities into
early childhood education programs can support children's language development,
providing a solid foundation for future academic and social success. This study
highlights the importance of effective language development strategies to help
young children's learning and development.
Keywords: Storytelling, language development, Early Childhood Education
Abstrak
Penelitian ini dilakukan untuk mengetahui efektivitas ceritanya sebagai metode
untuk meningkatkan perkembangan bahasa pada anak-anak berusia 5-6 tahun.
Studi ini menggunakan pendekatan kualitatif. Studi ini mengamati 20 anak
memperoleh bahasa melalui program ceritanya. Penelitian ini mengumpulkan data
melalui pengamatan dan wawancara aktivitas cerita anak-anak. Temuan ini
mengungkapkan bahwa storytelling dapat menjadi alat berharga untuk
mempromosikan pengembangan bahasa, termasuk memperluas kosa kata,
meningkatkan struktur kalimat, dan mengembangkan keterampilan menceritakan
cerita. Studi ini juga mengidentifikasi bahwa keterlibatan anak-anak dalam
kegiatan bercerita memiliki dampak positif pada motivasi mereka untuk belajar
dan berinteraksi dengan rekan-rekan mereka. Berdasarkan temuan ini, penelitian
ini menyarankan bahwa mengintegrasikan kegiatan ceritanya ke dalam program
pendidikan anak usia dini dapat mendukung perkembangan bahasa anak-anak,
memberikan dasar yang kuat untuk kesuksesan akademik dan sosial di masa
depan. Studi ini menyoroti pentingnya strategi pengembangan bahasa yang efektif
untuk membantu pembelajaran dan perkembangan anak-anak muda.
Kata Kunci: Storytelling, Pengembangan Bahasa, Pendidikan Anak Usia Dini
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It is crucial to stimulate child development from an early age, and there are six
aspects to pay attention to, one of which is language skills. Early childhood Language
development includes speaking and listening, reading, and writing skills. Language is
an essential means of communication in everyday life, both in oral and written form.
Language also allows one to convey a message or purpose to others so the recipient can
understand the news well.
KBBI defines language as an arbitrary sound-symbol system a group of
communities uses to collaborate, interact, and identify themselves. Although language
has similar functions to notes on tones, the benefits given vary significantly between
the two. Therefore, language skills are essential to develop, especially in preschool
when a child meets peers in play. With communication, the child can socialize and play
with others.
The goal of developing language skills in early childhood is that they can express
their thoughts in a simple, accurate language, communicate effectively, and arouse
interest in speaking. Language development in early childhood includes listening,
speaking, expanding vocabulary, and recognizing symbols that symbolize words for
preparation for reading and writing.
According to the Directorate of PADU in 2001, learning in early childhood can
be carried out using several methods, including: (a) telling stories, (b) singing, (c)
playing a role, (d) playing roles, (e) counseling/demonstration (f) giving tasks (g)
project/observation method (h) crafting method (i) talking method (j) training.
Storytelling or narrative activities have become part of a cultural heritage that has
long been known to society, even considered a custom or tradition for parents to sleep
with their children. Fairy tales can convey many things about life to children, including
moral messages and religious values, through the characters in the stories.
Helen Paterson (2019), the storytelling method significantly impacts the
development of children's language skills, reading skills, and understanding. Paterson
emphasized the importance of the quality of stories delivered to children. Stories rich in
vocabulary, good narrative structure, and solid emotional elements can affect children's
language development and literacy. Mary Renck Jalongo (2017) also highlights the role
of storytelling methods in developing children's emotional intelligence. Children can
recognize and understand various emotions through stories, learn to manage their
feelings and develop empathy and healthy social relationships.
Other opinions expressed by Pamela Woolner, an expert in early childhood
education, highlight the importance of interactive aspects in storytelling methods. He
stressed that when adults interact with children during storytelling, such as listening to
their responses, answering questions, and stimulating discussion, it can enrich
children's understanding of stories and develop their communication skills. In addition,
this method also allows children to listen carefully, ask questions, answer questions,
and recount and express their understanding of the story's content. Thus, the wisdom of
the story's content can be understood and slowly listened to, understood, implemented,
and told to others.
The method of telling stories is one of the methods that are widely used in
children's gardens. The storytelling method is one of the learning strategies that can
provide a learning experience for children. Teachers should communicate stories orally
in a way that attracts and attracts children's attention during the educational objectives
of kindergarten children. To be able to tell a good story, teachers should consider the
following things: (1) Master the content of the story rigorously, (2) Have the skills to
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2. RESEARCH METHODS
The study was designed using qualitative methods with a descriptive approach.
The descriptive approach is chosen because it can help in the systematic, factual, and
efficient data collection according to the desired picture during the research.
In this study, the researchers used a design of qualitative descriptive research, the
design of the study used researchers to describe and explain the analysis of language
development strategies in children aged 5-6 years through the method of storytelling at
Mawar Kindergarten, T'eba Village, Biboki Tanpah District
3. RESULTS AND DISCUSSION
Based on the results of research, there are several strategies implemented by
Early Childhood Education Teachers in developing the language of children aged 5-6
years through the method of telling, among others:
1. Read a storybook with a varied intonation and attract the child's attention to explore
and understand the story.
Massey, Pence, Justice & Bowles (2020) shared reading and dialogic reading
positively affect children's vocabulary, expressive language, receptive language,
and overall oral language skills. Reading practices can significantly contribute to
developing children's oral language abilities during preschool.
To execute this strategy, Early Childhood Education teachers chose an
attractive storybook that suited the children's interests and abilities. Teachers can
select a storybook that contains a vocabulary that is easy to understand by the child
but also challenging enough to master. In addition, the teacher has also prepared the
right time and atmosphere to read the storybook.
In reading a storybook, an Early Childhood Education teacher uses varied
intonation to show the emotions and feelings of the characters in the story.
Teachers also often emphasize essential words and explain the meaning of words
unknown to the child. In addition, teachers sometimes also show pictures in a
storybook to children and ask them to explain the concept.
Through this strategy, children actively learn language through storytelling
activities. This strategy can help them to expand their vocabulary, understand the
structure of the language, and improve their overall communication skills. Ask
questions about the story's content, ask the child to identify the characters, and
predict the course of the following story.
In implementing this strategy, Early Childhood Education teachers choose
questions that match the child's level of understanding and ask structured questions
so the child can better understand the story being discussed. For example, a teacher
can ask questions like "Who is the main character in this story?" Alternatively,
"What will happen next?". The teacher also sometimes asks the child to further
explore the characters in the story by asking questions such as "How did the main
character feel when he did the action?" Or "Why does this person do that?"
Questions like this can help the child understand the characters' feelings and
motives in the story.
Early Childhood Education teachers also ensure that children feel
comfortable expressing their opinions and are not afraid or ashamed to speak in
front of their friends. It can be overcome by giving enough opportunities for
children to communicate and provide positive feedback on every response they
give. Children can engage more actively in language learning through storytelling
activities and deepen their understanding of the contents of the story and the
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4. Allow playing roles and drawing that relates to the stories read.
Jones & Reynolds (2023), children can expand their vocabulary, develop
speaking and listening skills, and strengthen narrative comprehension through
dramatic play. Dramatic play activities can also enhance children's learning
motivation and foster emotional connections with stories and characters in the
learning process. In addition, Zhu & Zhang (2018), through role-play, children can
enhance their speaking skills, expand their vocabulary, develop an understanding of
grammar, and improve overall communication skills. Role-play activities can help
children develop creativity, problem-solving abilities, and social and emotional
understanding. In these role-playing games, children can practice using language
and practice their social skills in a fun and interactive way. Teachers should also
prepare different situations or scenarios for each role-playing game, such as playing
doctors-patients, restaurants, or schools. In role-playing games, children can speak
and interact with each other in a language relevant to the situation.
This strategy can be done if Early Childhood Education teachers have already
made sure that the role-playing game is tailored to the interests and abilities of the
children, as well as providing clear and easy-to-understand instructions for each
role game performed.
Role-playing games can also help children develop their social and emotional
skills. In role-playing games, children can learn about empathy and develop the
ability to regulate and control their emotions. It can also help children to enhance
their confidence and leadership skills.
5. Provides an environment that supports language learning, such as posters or images
that contain the vocabulary or grammar given in the story.
In this strategy, Early Childhood Education teachers and children will work
together to create stories that develop the child's language skills and imagination.
First, the teacher can give keywords or early sentences that lead to the level.
Children can work together to continue the story by building the plot, developing
characters, and adding exciting story details.
In addition, teachers can also introduce concepts of story elements such as
conflict, theme, and climax. By introducing these concepts, children can understand
how stories are built and can create more complex and exciting stories. Liao, Chen,
and Huang (2022) state that visual cues in reading storybooks can enhance
vocabulary learning in preschool children. This statement indicates the importance
of paying attention to the visual aspect in the experience of reading storybooks to
help children acquire and understand vocabulary more effectively.
Another research found that visual support in e-storybooks positively affects
vocabulary learning in preschool children. Children tend to direct their gaze more
frequently and for extended periods at images or visual elements that support
vocabulary, contributing to better comprehension and retention (Zhang et al.,
2021). It implies that during the story-making process, teachers must ensure that all
children are involved and feel comfortable talking and participating. Teachers must
also give clear guidance and help children solve problems or conflicts in
storytelling.
6. Provide positive and constructive feedback on children’s language skills.
Giving positive and constructive feedback to children about their language
skills can boost their confidence. When children get praise and recognition for their
language skills, they feel appreciated and encouraged to continue to develop those
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