Drawing-based Story Telling Influence on Children Language Development and Social Aspect

Hariddha Yuni Sulistyaningrum, Imanuel Hitipeuw, Triyono Triyono

Abstract


Abstract: Language and social development of children plays an important role in influencing further development. The objectives of this research are to determine the effect of drawing based on story-telling toward language development and social development of children age 5–6 years. Single subject research with reversal design ABAB was used in this experimental research. Four kindergarten children identified having language and social problems became the subjects. The observation was used to collect data. In addition, the data were put into graphs to be analyzed by using visual inspection. The results showed that drawing activities based on story telling could improve the scores of language development for each subject; and also improves the pro-social attitude of each subject. And at the same time the aggressive attitude for each subject decreased. It concludes that drawing based on story telling improve language and social development of children aged 5–6 years effectively.
Key Words: drawing, story telling, language, social


Abstrak: Perkembangan bahasa dan sosial anak berperan penting dalam mempengaruhi perkembangan selanjutnya. Tujuan penelitian ini adalah untuk mengetahui pengaruh menggambar berbasis story telling terhadap perkembangan sosial anak usia 5–6 tahun. Single subject research dengan reversal design digunakan dalam penelitian. Subjek penelitian adalah empat siswa kelas B TK yang diketahui memiliki masalah bahasa dan sosial. Instrumen pengumpulan data adalah observasi. Analisis data dengan pemeriksaan visual terhadap data yang ditampilkan oleh grafik. Hasil penelitian menunjukkan menggambar berbasis story telling mampu meningkatkan skor perkembangan berbahasa masing-masing subjek; dan mampu meningkatkan sikap pro sosial untuk masing-masing subjek, di sisi lain sikap agresif untuk masing-masing subjek ikut menurun. Simpulan penelitian bahwa menggambar berbasis story telling efektif meningkatkan perkembangan berbahasa dan sosial anak usia 5–6 tahun.
Kata kunci: menggambar, story telling, bahasa, sosial


Keywords


drawing; story telling; language; social

Full Text:

PDF

References


Alberto, P. A. & Troutman, A. C. (2012). Applied behavior analysis for teachers. Boston: Pearson.

Anning, A., & K. Ring. (2004). Making sense of children’s drawings. Maidenhead: Open University Press.

Asfandiyar, A.Y. (2007). Cara pintar mendongeng. Jakarta: Mizan.

Bartel, M. (2008). Learning to know how to draw. Retrieved from http://bartelart.com/arted/blind contour.html

Berk, L. E. (2003). Child development (6 edition). Boston: Allyn and Bacon.

Dworetzky, J. P. (1990). Introduction to child development. St. Paul, Minnesota: West Publishing Company.

Hariyanti, L. P. & Setyowati, S. (2014). Pengaruh metode bercerita terhadap kemampuan sosial emosional anak kelompok B di TK Cut Nyak Dien kota Mojokerto. PAUD Teratai, 3(3), 1–7

Heward, W. L. (2014). Exceptional children: An introduction to special education (8 Edition). Columbus, OH: Prentice hall.

Hitipeuw, I., & Firdaus, N. N. (2014). Influence of interven-tion based on CBM to enhance the ability of the children in writing spelling at one primary school in Lumajang, East Java. In The 4th International Conference on Learner Diversity (ICELD 2014) (pp. 584–588). Faculty of Education, Universiti Ke-bangsaan Malaysia. Retrieved from https://drive. google.com/file/d/0B0qMlFU680WxNn JNZl9u Y1ZaUlU/view.

Hurlock, E.B. (2002). Psikologi perkembangan. 5th edition. Erlangga: Jakarta.

Kilgus, S. P., Methe, S. A., Maggin, D. M., & Tomasula, J. L. (2014). Curriculum-based measurement of oral reading (RCBM): A diagnostic test accuracy metaanalysis of evidence supporting use in universal screening. Journal of School Psychology, 52(4), 377–405. https://doi.org/10.1016/j.jsp.2014.06.002.

Kustiowati, E. (2002). Tinjauan umum gangguan perkembangan bahasa dan bicara pada anak. Paper presented at Simposium Neuropediatri” Child Who Does Not Speak”. Semarang: Badan Penerbit Universitas Diponegoro, 1–5.

Lenneberg, E. H. (2007). Biological foundation of language. New York: Wiley

Lewis, D., & Greene, J. (2003). Young child’s drawings - Their hidden meaning. London: Hutchinson & Co. (Publishers) Ltd.

Pamadhi. H & Evan.S. (2008). Seni keterampilan anak. Jakarta: Universitas Terbuka.

Peck, J. (1989). Using storytelling to promote language and literacy development. The Reading Teacher, 43(2), 138–141.

Santrock, J. W. (2010). Child development (Thriteenth). New York: McGraw-Hill.

Shinn, M. R., Walker, H. M., & Stoner, G. (Eds. ). (2002). Interventions for academic and behavior problems: Preventive and remedial approaches. Silver Springs, MD: National Association of School Psychologists.

Vugs, B., Knoors, H., Cuperus, J., Hendriks, M., & Verhoe-ven, L. (2016). Interactions between working memory and language in young children with specific language impairment (SLI). Child Neuropsychology, 22(8), 955–978. https://doi.org/10.1080/0929 7049.2015.1058348.

Wahyu, A., Ardyanti, T., Hitipeuw, I., & Ramli, M. (2017). Structured Learning Approach ( SLA ) modification to improve sharing skills of at-risk children. European Journal of Education Studies, 3(7), 361–376. https://doi.org/10.5281/zenodo.819481.

Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294.




Copyright (c) 2019 Jurnal Pendidikan Humaniora

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


Jurnal Pendidikan Humaniora

Graduate School, Universitas Negeri Malang

Lisensi Creative Commons

JPH is licensed under Creative Commons Attribution-ShareAlike 4.0 International License