Differences Between Emotional Intelligence Awarded Conduct With Storytelling Stimulation of Logical Thinking Ability for Pre-operational Child by

508 Based on test results obtained Dunnet t-superiority comparison between treatment groups as follows:

1. Differences in Emotional Intelligence Among Children Awarded Conduct Behavior

With Storytelling Method Using Hand Puppet From the authoritative parenting style and Storytelling Method Using Books From the authoritative parenting A1B1: A2B1 Emotional intelligence of children treated with storytelling method using hand puppets from authoritative parenting A1B1 has the mean emotional intelligence scores 102.5 while the storytelling methods of treatment using the book from authoritative parenting A2B1 has the mean emotional intelligence scores 90.8. Based Dunnet t-test calculations obtained the t hitung 2.18 while the t tabel to compare eight treatment combinations in significance level α of 0.05 is 2.042. Seen that t hitung greater than t tabel t hitung t tabel means null hypothesis is rejected H o and alternative hypothesis H 1 is accepted. Concluded that the treatment method of storytelling using hand puppets from authoritative parenting style A1B1 significantly superior compared to the treatment method of storytelling using the book from authoritative parenting style A2B1. Conduct storytelling method using hand puppets from authoritative parenting style can improve emotional intelligence of children.

2. Differences in Emotional Intelligence Among Children Awarded Conduct With

Storytelling Method Using Hand Puppet From Authoritarian parenting style And Storytelling Method Using Books From Authoritarian parenting Style A1B2: A2B2 Emotional intelligence of children treated with storytelling method using hand puppets from authoritarian parenting style A1B2 has the mean emotional intelligence score 102.75 while the treatment method of storytelling using books from authoritarian parenting style A2B2 has the mean emotional intelligence score 90.67. Based Dunnet t-test calculations obtained the t hitung 2.22 while the t tabel to compare eight treatment combinations in significance level α of 0.05 is 2.042. Seen that t hitung greater than t tabel t hitung t tabel means null hypothesis is rejected H o and alternative hypothesis H 1 is accepted. Concluded that the treatment method of storytelling using a hand puppet from authoritarian parenting style A1B2 significantly superior compared to the treatment method of storytelling using books from authoritarian parenting style A2B2. Conduct storytelling method using hand puppets from authoritarian parenting style can improve emotional intelligence of children.

3. Differences Between Emotional Intelligence Awarded Conduct With Storytelling

Method Using Hand Puppet From Permissive Indulgent parenting style and Storytelling Method Using Books From Permissive Indulgent parenting style A1B3: A2B3 Emotional intelligence of children treated with storytelling method using hand puppets from permissive Indulgent parenting style A1B3 has the mean emotional intelligence score 106.33 while the treatment method of storytelling using books from permissive Indulgent parenting style A2B3 has the mean emotional intelligence score 79.5 . Based Dunnet t-test calculations obtained the t hitung 5.01 while the t tabel to compare eight treatment combinations in significance level α of 0.05 is 2.042. Seen that t hitung greater 509 than t tabel t hitung t tabel means null hypothesis is rejected H o and alternative hypothesis H 1 is accepted. Concluded that the treatment method of storytelling using hand puppets from permissive Indulgent parenting style A1B3 significantly superior compared to the treatment method of storytelling using books from permissive Indulgent parenting style A2B3. Treatment method of storytelling using hand puppets from permissive Indulgent parenting style can improve emotional intelligence of children.

4. Differences Between Emotional Intelligence Awarded Conduct With Storytelling

Method of Treatment Using Hand Puppet From Permissive Indifferent Parenting Style And Storytelling Method of Treatment Using Book From Permissive Indifferent Parenting Style A1B4: A2B4 Emotional intelligence of children treated storytelling using hand puppets from permissive indifferent parenting style A1B4 had a mean score of 110.67 while the treatment method of storytelling using books from permissive indifferent parenting style A2B4 had a mean score of emotional intelligence is 87.5. Based on Dunnet t-test calculations obtained t hitung 4.32 while the value t tabel to compare eight treatment combinations at the significance level α of 0.05 is equal to 2.042. Seen that t hitung bigger than t tabel t hitung t tabel means that the null hypothesis is rejected H o and alternative hypothesis H 1 is accepted. It was concluded that the treatment method of storytelling using hand puppets from permissive indifferent parenting style A1B4 significantly superior compared with the treatment method of storytelling using books from permissive indifferent parenting style A2B4. Treatment method of storytelling using hand puppets from permissive indifferent parenting style can improve a childs emotional intelligence. DISCUSSION Discussion of this study is directed to look at the various analyzes that have been done before. The findings of the research, especially from the descriptive analysis of emotional intelligence between the average scores given treatment group using the storytelling hand puppets with the group treated storytelling using books respectively 104.35 and 88.05. This fact is also supported by the results of inferential analysis F h F t which states there are significant differences between emotional intelligence between the group treated storytelling using hand puppets with the group treated storytelling using the book. Based on the calculations presented earlier, it can be said that the treatment method of storytelling using hand puppets produce emotional intelligence scores higher than the treatment methods of storytelling using the book. So it can be concluded overall of the treatment method of storytelling using hand puppets superior to the treatment method of storytelling using the book in a childs emotional intelligence, especially the subjects in this study. It can be used as a reference for teachers to provide and to develop the treatment methods of storytelling using hand puppets in the hands of a childs emotional intelligence in the classroom. In the group of authoritative parenting style, through descriptive statistical approach there are differences in the mean scores of emotional intelligence were treated storytelling using a hand puppet and with storytelling using the book. The magnitude of the mean score is 102.5 and 90.8 and inferential analysis results t hitung t tabel . Descriptively so that it can be said that the emotional intelligence of authoritative parenting style were given the treatment method of storytelling using hand puppets superior to the emotional intelligence of authoritative parenting style were given the treatment method of storytelling using the book. 510 According to researchers the advantages of authoritative parenting style in stimulating early childhood emotional intelligence lies in the qualities contained in the parenting. Researchers looked at that in an atmosphere of authoritative parenting style, children have more opportunities to develop their potential, including emotional intelligence. In the group of authoritarian parenting style, through descriptive statistical approach there are differences in the mean scores of emotional intelligence were treated storytelling using a hand puppet and with storytelling using the book. The magnitude of the mean score is 102.75 and 90.67 and inferential analysis results t hitung t tabel . Descriptively so that it can be said that the emotional intelligence of authoritarian parenting style were given the treatment method of storytelling using hand puppets superior to the emotional intelligence of authoritarian parenting style were given the treatment method of storytelling using the book. According to researchers, this could be happen because the Authoritarian parenting style in general, many parents forbid children at the expense of the autonomy of the child. They also do not encourage an attitude of give and take. In addition, the Authoritarian parenting style also perceive that children should receive authoritarian parents tend to be hard without question and therefore less provide to support children to develop emotional intelligence. Though the communication will encourage children to learn how to recognize emotions well, how to build relationships, and how to deal with and solve problems that arise in the relationship. In the group of permissive indulgent parenting style, through descriptive statistical approach there are differences in the mean scores of emotional intelligence were treated storytelling using a hand puppet and with storytelling using the book. The magnitude of the mean score is 106.33 and 79.5, and the results of inferential analysis t hitung t tabel . Descriptively so that it can be said that the emotional intelligence of permissive indulgent parenting style were given the treatment method of storytelling using hand puppets superior to the emotional intelligence of permissive indulgent parenting style were given the treatment method of storytelling using the book. According to the researchers this colud be happen because the permissive indulgent parenting style, parents are very attentive to the needs of children, although often too excessive, thus allowing little children have the opportunity to explore developing emotional intelligence. In the group of permissive indifferent parenting style, through descriptive statistical approach there are differences in the mean scores of emotional intelligence were treated storytelling using a hand puppet and with storytelling using the book. The magnitude of the mean score is 110.67 and 87.5, and the results of inferential analysis t hitung t tabel . Descriptively so that it can be said that the emotional intelligence of permissive indifferent parenting style were given the treatment method of storytelling using hand puppets superior to the emotional intelligence of permissive indifferent parenting style were given the treatment method of storytelling using the book. Researchers suggest that this is happen because the parents with permissive indifferent parenting style, little knowing that the activities performed by his son, little attention to the experiences of children both at school and the experience with friends outside the home. They also rarely supervise their children play, for parents this model the decision entirely in the hands of the child, giving the impression of indifference, ignoring and uncontrollable children. This makes the childs level of emotional intelligence is low, because parental guidance is an early education for children in developing emotional intelligence. This study supports the theory that parenting style applied at home can affect a childs emotional intelligence. Based on the theory of parenting style where the application of high control and warmth from parents who are in authoritative parenting can significantly increase 511 the emotional intelligence of children compared with parenting style of authoritarian, permissive indulgent and permissive indifferent. So that children of authoritative parenting style particularly in this study showed a higher emotional intelligence than the parenting style of authoritarian, permissive indulgent and permissive indifferent. The findings of this study indicate that treatment of storytelling method and have an effect on a childs emotional intelligence. So the treatment of storytelling method and parenting style should strive to improve and develop the emotional intelligence of children. Something can be seen similar from the interaction between treatment of storytelling method and parenting style in improving childrens emotional intelligence, demonstrated by the test results reject the hypothesis H o . This means that there are significant interaction between treatment of storytelling method and parenting style to a childs emotional intelligence. This fact indicates that the grouping children based parenting style give effect or influence on the effectiveness of the treatment method of storytelling using hand puppets and storytelling using the book in improving a childs emotional intelligence. From all the results of the analysis described above either in the form of descriptive and inferential, it can be concluded that the treatment method of storytelling using hand puppets is more effective in improving childrens emotional intelligence compared treatment metohd of storytelling using book. Treatment method of storytelling using hand puppets shown to increase a childs emotional intelligence. The process of learning to use the treatment of storytelling method using hand puppets lasts better and attractive to children compared with treatment method of storytelling using the book. The interest shown by the children active in the learning process because treatment method of storytelling using hand puppets to stimulate children to interact, then actor and the character of the hand puppet help ease children to recognize various emotional states. Treatment method of storytelling using hand puppets need to pay attention to shape parenting style, because treatment method of storytelling using hand puppets deliver more effective results, especially in children with authoritative parenting style. Proved the existence of significant differences childs emotional intelligence obtained in the experimental group of storytelling using hand puppets of authoritative parenting style. CONCLUSIONS OF IMPLICATIONS AND RECOMMENDATIONS Based on the results of research and discussion, it can be concluded as follows 1 The application of storytelling using hand puppets shown to increase emotional intelligence significantly compared of storytelling using the book. 2 The difference in the childs emotional intelligence is reviewed based parenting style can obtain the result that the childs emotional intelligence of authoritative parenting style is higher than the childs emotional intelligence of groups of authoritarian, permissive indulgent and permissive indifferent parenting style. 3 There is a significant interaction effect between storytelling learning methods and parenting style to a childs emotional intelligence. 4 The treatment method of storytelling using hand puppets of authoritative parenting style A1B1 significantly improve emotional intelligence in comparison with the treatment method of storytelling using the book of authoritative parenting style A2B1. 5 The treatment method of storytelling using hand puppets of authoritarian parenting style A1B2 significantly improve emotional intelligence in comparison with the treatment method of storytelling using the book of authoritarian parenting style A2B2. 6 The treatment method of storytelling using hand puppets of permissive indulgent parenting style A1B3 significantly improve emotional intelligence in comparison with the treatment method of storytelling using books of permissive indulgent parenting style A2B3. 7 The treatment method of storytelling using hand puppets of 512 permissive indifferent parenting style A1B4 significantly improve emotional intelligence in comparison with the treatment method of storytelling using books of permissive indifferent parenting style A2B4. Based on the conclusions of this research, the implications that arise are as follows: Method of storytelling using hand puppets is better than method of storytelling using a book for children of authoritative, authoritarian, permissive indulgent and permissive indifferent parenting style in enhance the childs emotional intelligence. Subsequent pattern of authoritative parenting style better than authoritarian, permissive indulgent and permissive indifferent parenting style in improving the childs emotional intelligence. Giving method of storytelling using hand puppets and supported by authoritative parenting style is better than method of storytelling using books and authoritarian, permissive indulgent and permissive indifferent parenting style in improving a childs emotional intelligence. Based of above conclusions, the suggestions that emerged from this study are as follows: 1 the method of storytelling using hand puppets can be used as a variation of teaching methods if the teachers in order to increase the stimulation of the childs emotional intelligence. 2 the parents can improve parenting style that given to childs with authoritative parenting style, where the high control and warmth given to children can affect the improvement of emotional intelligence. 3 Future studies are expected to examine more deeply about the comparison between the treatment of the same method, but in a different parenting style. REFERENCES Ali, Mohamad. Strategi Penelitian Pendidikan . Bandung: Angkasa,1993. Brewer, Jo Ann. Early Childhood Education: Preschool Through Primary Grades . USA: Pearson Education, 2007. Chodijah, Sri Ratna. Perbedaan Keterampilan Sosial Ditinjau Dari Pola Asuh Orang Tua. Tesis BP PPS UPI Bandung : Tidak Diterbitkan, 2009. Donald, Ary, Lucy Cheser Jacobs chris Sorensen. Intoduction to Research in Education. Australia: Wadsworth Cengage Learning. 2010 Goleman, Daniel. Kecerdasan emosional . Jakarta: PT Gramedia Pustaka Utama, 1995. Jalongo, Mary Renck. Early Childhood Language Arts. fourth Edition. Indiana University of Pennsylvania: Pearson. Allyn Bacon, 2009. Kuryati. Hubungan Asuhan Orang Tua Dengan Kecerdasan emosional Anak . Tesis BP PPS UPI. Bandung: Tidak Diterbitkan, 2007. L. Melita Pratty et all. Emotional Intellegence , Leadership Effectiveness, and Team Outcomes . The Journal of Organization Analysis, vol 11. No 1 2003 p 21-40, in the Emeraldinsight Digital Library http:www.emeraldinsight.comjournals.htm?issn=1934-8835 diakses 23 pebruari 2013 Moeslischatoen, R. Metode Pengajaran di Taman Kanak-kanak . Jakarta: PT Rineka Cipta, 1999. Peter Salovey dan D.J. Sulyster, Emotional Development and Emotional Intellegence New York: Basic Books,1997 . Syaodih, E. Peran Bimbingan Guru, Pengasuhan Orang tua, dan Interaksi Teman Sebaya Terhadap Perkembangan Perilaku Sosial Anak Taman Kanak-kanak Aisyiyah XI, Bumi Siliwangi dan Angkasa I . Tesis FPS IKIP Bandung: tidak diterbitkan, 1999. 513 PLAY THERAPY: EFFECTS AS EFFORTS TO REDUCE ANXIETY IN CHILDREN PRESCHOOL HOSPITALIZATION By: Mardiani Bebasari Jurusan Kebidanan Poltekkes Kemenkes Padang e-mail:mardiani_pdgyahoo.com, cp: 085319107956 ABSTRACT Hospitalization is a process, which for some reason requires both emergency and planned hospital stay children for therapy and treatment to repatriation back home. The process of hospitalization in preschool children will be very serious. Hospitalizations make children lose control of himself. During the process of hospitalization of children and parents can experience some experience very traumatic and filled with anxiety, this is a negative impact on children. The negative impact of the effects of hospitalization greatly affect the care and treatment efforts being undertaken child. Reactions among children are raised with the other one will be different. Children who have experienced hospitalization will show different reactions when compared to children treated for the first time. Children who had been treated at the hospital has had the experience of existing activities in the hospital, this is likely to impact on the level of anxiety experienced. While the children are being treated for the first time may experience higher anxiety. In these circumstances an action is required that can reduce the level of anxiety. One effort that can be done to reduce anxiety is through play therapy. Play is one of the natural means of communication for children. Play is the foundation of education and therapeutic applications that require the development of early childhood education. Play can be healthy or sick children. Although the child is experiencing pain, but still need to play there. Keywords: preschool children, the effects of hospitalization, play therapy

A. Background

Children are budding, potential, and the younger generation successor to the ideals of the struggle of the nation, has a strategic role and have the characteristics and special properties that ensure the continued existence of the nation and of the future. Therefore he needs to get the widest possible opportunity to grow and develop optimally both physically, mentally, and socially as well as noble, as well as protection for the welfare of the child. 1 Children who are ill or in need of examination and hospitalization can be interrupted welfare. Hospitalization is a process that for some reason or emergency plans, require the child to stay in the hospital undergoing treatment and care to return back home. During the process of children and parents can experience a variety of events that in the opinion of some researchers demonstrated with a very traumatic experience and full of stress. 2 Feelings that often arise in children are anxiety, anger, sadness, fear, and guilt. 3 The feeling can arise in the face of something new and has never experienced before, insecurity and discomfort, feelings of loss of something that happened and something that feels painful. If the childs stress during the treatment, the parents become too stressful, and stress parents will make childrens stress levels increase. 2 Hospitalization in children can cause anxiety and stress at all age levels. The cause of anxiety is influenced by many factors, including health workers, new environments, as well as 514 accompanying family environment during treatment. Anxiety is a signal that awakened and warned of the danger that threatens and allow someone to take action to address the threat. 4 Various clinical manifestations of anxiety that children: 1. Physiological increased pulse rate, increased blood pressure, increased frequency of breath, diaphoresis, trembling voice pitch changes, trembling, palpitations, nausea vomiting, frequent urination, diarrhea, fear, insomnia, kelahan and weakness, anger pale in face, dry mouth, body aches and pains, anxiety, fainting dizziness, feeling of heat and cold. 2. Emotional, people feel fear, helplessness, nervousness, loss of confidence, loss of control, tense, not relaxed, the tension of anticipation individuals show sensitive excitatory impatient, angry burst, crying, tend to blame others, shocked reaction, self-critical himself others, withdrawal, and lack of initiative. 3. Cognitive, inability to concentrate, lack of environmental orientation, forgetfulness, pensive, orientation in the past from the present and the future, mind block, and excessive attention. Efforts to minimize anxiety in children who experienced a hospitalization can be done in a way to prevent or reduce the impact of separation, preventing the feeling of loss of control, and reduce or minimize the fear of injury and pain. Efforts should be made to minimize anxiety in children one of them through play. Playing as an activity that can be done as an effort to stimulate childrens growth and development, while playing on a sick child in the hospital becomes a medium for children to express their feelings, relaxation, and distraction feeling uncomfortable. 2 Play activities carried out voluntarily to gain pleasure or satisfaction. Playing a reflection of physical, intellectual, emotional and social. Playing a good medium for learning because the childrens play will speak communicate, learn to adapt to the environment, doing what he could do with knowing the time, distance, as well as voice. 3 Playing a flurry of children, just like working for an adult, it is voluntary to obtain pleasure. 5

B. THE CONCEPT OF PLAY

1. Definition of play Play is one of the important aspects of the lives of children and one of the most important tools for managing stress due to hospitalization caused a crisis in the lives of children, and because the situation is often accompanied by excessive stress, then the kids need to play to remove the fear and anxiety they experience as a means of coping in the face of stress. Playing is very important for the mental, emotional, and developmental needs of the child welfare and needs such as play does not stop when a child is sick or a child in the hospital. 6 Playing similar with work in adults, and is the most important aspect of a childs life and is one of the most effective ways to lower the stress on the child and it is important for mental and emotional welfare of the child. 2 Play can be used as a therapy because it focuses on the need for children to express themselves through the use of toys in play activities and can also be used to help children understand the disease. 2 2. The purpose of playing Childrens play is basically to obtain pleasure, so he did not feel bored. Playing is not just to fill the time, but the needs of children as well as food, care, and love. Play is an essential element for the development of the physical, emotional, mental, intellectual, creative and sosial. 7 515 Playing can express the conflict they experienced, playing a good way to deal with anger, fear, and grief. Children playing can channel excess energy and this is a good opportunity to mingle with others. 7 3. The function of play Children playing basically that he takes pleasure, so do not feel bored. Playing not only pass the time but it is a childs needs as well as feeding, care, and love. The primary function of play is to stimulate sensory-motor development, social development, development of creativity, the development of self-awareness, moral development, and play therapy. 7 a. The development of sensory-motor At the time of the sensory-motor activity of the game is the largest component used sensing ability of the child so that the child begins to rise in the presence of stimuli received by children such as: visual stimulation, auditory stimulation, stimulation of the tactile touch, and the kinetic stimulation. b. Intellectual development cognitive At the time of play, children explore and manipulate everything in the surrounding environment, especially about colors, shapes, sizes, textures, and distinguish objects. c. Social development Social development is characterized by the ability to interact with its environment. Through play, children will learn and accept members. Playing with others will help children to develop social relationships and learn to solve the problem of the relationship. d. The development of creativity Where through play activities children will learn to develop their ability and try to realize his ideas. e. The development of self-awareness Through play children will develop the ability to try out new roles and determine the impact of his behavior on others. f. Moral development Children learn the value of right and wrong from the environment, especially from parents and teachers. By doing play activities, children will have the opportunity to apply these values so as to fit in and be able to adjust to the rules that exist in the environment group. g. Play as therapy By the time the child was treated at the hospital, the child will experience a variety of very unpleasant feeling such as anger, fear, anxiety, sadness, and pain. The feeling is a result of hospitalization experienced by children in the face of a stressor eased the situation in the hospital environment. To that end, the children will play a game regardless of the tension and stress that is experienced due to the conduct of the game, children will be able to divert the pain in his game distraction. 4. Category play Play can be divided into two categories, namely: a. active play In active play, pleasure arises from what the child, whether in the form of fun playing tool, for example: coloring, origami paper folding, puzzles, and attached drawings. Active play can also be done by playing the role of such play doctor and play guess the word. 516 b. playing passive In passive play, amusement or pleasure obtained and others. The game spends little energy, just enjoying his children playing or watching television, and reading books. Playing without spending a lot of energy, but the fun is almost the same as the bet is on. 5. Classification of games Classification of the game is: a. based on the content of 1 Social affective play The essence of the game is enjoyable interpersonal relationship between the child and others. This game can also make a child learn to connect socially with others, for example in the baby play ci-luk-ba. 2 Sense of pleasure play Characteristic of this game is the longer the child will be cool to come into contact with the tool of this game and the game does so difficult to stop, for example, move water into a bottle or play sand. 3 Skill Play This game will improve the skills of children, particularly gross and fine motor. The skills acquired through repetition game activities are conducted, the more exercise the more skilled children, for example, the baby will be skillfully akanemegang small objects, play riding a bicycle, and so on. 4 Dramatic Play In keeping with the name, in this game children play the role of others through the game. If a child playing with his friend will occur conversation between them about the role of the person they imitate. This game is important for the identification of children to certain roles. b. Based on the type of game: 2 Based on the types of games are divided into: 1 Games That is the type of game with the use of a particular tool or score calculations. This game can be done by a child alone or with friends. A lot of these types of games starting from traditional and modern properties such as snakes and ladders, congklak, puzzles, and others. 2 Unoccupied behavior At some point, children are often involved walking around, smiling, laughing, tiptoe-tiptoe, humpback-humpback, play chairs, tables know what is around him. Children daydreaming, preoccupied with his or other objects. So in fact children do not play a specific game tools and situations or objects around him which is used as a plaything. Children focus on everything that caught his attention. This role is different than the onlooker, where children actively observe the activity of other children. c. Based on the characteristics of social 1 Solitary Play Starting from the baby and the type of the game itself or independent although there are other people around. This is due to the limitations of the social, physical skills, and cognitive. 517 2 Parallel Play Carried out by a group of toddlers or pre-school, each having the same game but with each other there is no interaction and interdependence. This is a special character in the toddler age. 3 Associative Play Gaming group without group goals. Starting from the age of toddler continued until pre-school age and is a game where the kids in the group with the same activity but not yet formally organized. 4 Cooperative Play A game is organized in groups, and there is no purpose group leader starts from pre-school age. The game is done on school-age and adolescent. 5 On Looker Play Children see or observe other people game but did not play, even if the child can ask the game and customarily starts at toddler age. 6 Therapeutic Play A guideline for health team personnel, particularly to meet the physical and psychosocial needs of children during hospitalization. Can help reduce stress, provide instruction and improvement of physiological capabilities. Games using medical devices can reduce anxiety and to teaching self-care. Teaching through the game and should be monitored such as: using dolls as props for play activities such as demonstrating and doing pictures like pairs of cast, injection, an IV drip, and so on. 6. The principle in play activities That children can play with the maximum, it would require things like this: a. Extra energy, extra energy is required to play. Children who are ill are less likely to make a game. b. Time, the child should have enough time to play so that a given stimulus can be optimized. c. Plaything, to play the game tools must be adapted to the age and stage of development and has an educational element for children. d. Space to play, play can be done anywhere and anytime, in the living room, yard, even in bed. e. Knowledge of how to play, to learn how to play the children will be more focused and knowledge of the child will be more developed in the use of games. f. Playmate, playmates necessary to develop socialization and help children in the face of difference. When the game is done with parents, the relationship between parents and children become more familiar. 7. Factors affecting the activity of playing Some of the factors that affect the child in play, namely: a. stage of child development. Appropriate play activities that must be performed in accordance with the childs stage of growth and development of children, because basically the game is a tool stimulation of growth and development of children. b. the childs health status. In order to perform activities necessary energy to play does not mean the child does not have to play by the time the child is sick. c. Gender of children. All tools can be used by game boys or girls to develop the intellect, imagination, creativity and social skills of children. However, the game is one of the Formatting tool for children to know their identity. 518 d. A supportive environment can stimulate a childs imagination and creativity of children in play. e. Tool and type matching game, must be in accordance with the stages of child development. 8. The function of play in hospital There are many benefits that can be gained when a child plays performed in a hospital, among others: a. Facilitate the unfamiliar situation b. Provide opportunities to make decisions and control c. Helps to reduce the stress of separation d. Members an opportunity to learn about the functions and parts of the body e. Fix the wrong concepts about the use and purpose of equipment and medical procedures f. Members transition and relaxation g. Helping children to feel safe in a foreign environment h. Provide a way to reduce stress and to express feelings i. Advise to interact and develop positive attitudes towards others j. Provide a way to express their creative ideas and interests k. Provides a way of achieving therapeutic goals Children’s cognitive development 520 521 THE STUDY OF EDUCATIVE TOYS APE BASED MULTIPLE INTELLIGENCES AT TK-KB PEDAGOGIA FIP UNY Oleh: Nelva Rolina YSU, Yogyakarta, Indonesia Nelva_fipunyyahoo.co.id or nelvarolinauny.ac.id ABSTRACT The study, titled The Study of Educative Toys APE Based Multiple Intelligences in TK-KB Pedagogia FIP UNY aims to determine the educative toys in Indonesia it‘s called APE based multiple intelligences in TK-KB Pedagogia FIP UNY. APE based multiple intelligences are APE which in their utilization can develop as a whole child, developing more than one intelligence in children. This research is a descriptive qualitative data collection technique through observation, content analysis, and documentation. This study does not use humans as research subjects. Who is the subject of research is APEs utilized or used in TK-KB Pedagogia. The APEs display in classrooms consisting of TK A1, TK A2, kindergarten TK B1, TK B2, and Play Group KB. The results of this study indicate that APEs in TK-KB Pedagogia can be said as the APE-based multiple intelligences. Based on the forms and methods of using the utilization, any existing APEs in each space can develop more than one intelligences in children, at least 2 intelligences. Thus, each of the APE has been based multiple intelligences. Kata kunci: APE, multiple intelligences, TK-KB Pedagogia INTRODUCTION Early childhood education ECE is in the spotlight, both by governments and society. It‘s seem from the proliferation of early childhood in most parts of Indonesia, including Java, without exception of the Daerah Istimewa Yogyakarta DIY. ECE is a concern because the government and the public are increasingly aware that education must start early. At that age for thousands of nerves being connected to each other, so that the necessary stimulation of the right and proper. When not stimulated properly, the development aspects and intelligences of children becomes less than the maximum. Although ECE unnoticed, but it does not mean the learning process too unnoticed to the fullest. According to a survey of researchers in kindergartens and play groups in DIY, underutilization of APE in learning is done by teachers, which aims to develop childrens multiple intelligences, which develop not only one, but some intelligence in the play activities. Instructional media used only in the form of Children Worksheet LKA. In fact, APE has used at least three terms, namely the educational requirements, technical requirements, and aesthetics requirements Badru Zaman, 2010. Educational requirement is a requirement that is related to academic children‘s multiple intelligences development. Technical requirements are requirements relating to technical matters at the time of use. And the aesthetic requirements is a condition related to the attractiveness of the APE, in terms of both form and color. TK-KB Pedagogia which is a laboratory at Prodi PG-PAUD FIP UNY is expected to become a benchmark for other early childhood institutions in DIY. Since its establishment 522 until today, the teachers who teach in TK-KB Pedagogia have been using APE during the learning process. However, it is not known whether such an APE-based multiple intelligences or not able to develop childrens multiple intelligences or not, and have had the three requirements above or not. So, this study carries the title ―The Study of Educative Toys APE Based Multiple Intelligences at TK-KB Pedagogia FIP UNY. THE GLANCE OF INSTRUCTIONAL MEDIA In essence, teaching and learning activity is a process of communication message delivery. The communication process must be created or realized through the delivery of activities to exchange any messages or information by teachers and learners. According to Ahmad Rohani 1997: 1 the intended message or information may include knowledge, skills, ideas, experience, and so on. Meanwhile, according to Mudhoffir 1986: 1-2 there is an additional on the matter, namely that the message or information conveyed in the form of ideas, facts, meanings and data. Messages or information that is included in one of the learning resources that can help to solve learning problems. Thus, it can be said that the delivery of messages or communication processes implemented properly can help solve learning problems. Teachers who expect the process and learning outcomes to be effective, efficient, and quality, should take into account the existence of instructional media has a very important role. Instructional media is an integral-part integral part of the instructional communication process learning and relies on educational goals. In order to use instructional media can be utilized to achieve the objectives, it is necessary to know the sense of instructional media. The definition of instructional media is the means of communication used in the teaching-learning process to achieve instructional objectives effectively and efficiently through hardware or software Ahmad Rohani, 1997: 4. Meanwhile, according to Nana Sudjana and Ahmad Rivai 1991: 1, an instructional media teaching aids are included in the message delivery component methodology to achieve instructional goals. By looking at both the sense it can be said that the instructional media is media that is used in the instructional process learning, to facilitate the achievement of the objectives of more effective instructional and educational properties. Until according Nana Sudjana and Ahmad Rivai, instructional media classification includes graphic media, media, photography, projection media, audio media and three-dimensional media 1991: 27-207. MULTIPLE INTELLIGENCES Multiple intelligences proposed by Howard Gardner who was born in Scranton, Pennsylvania in 1943. Initially, Gardner in Mark K. Smith 2008 formulated the multiple intelligences into seven 7 kinds of intelligence, namely linguistic intelligence, logical- mathematical intelligence, musical intelligence, bodily kinesthetic intelligence, spatial intelligence, interpersonal intelligence, and intrapersonal intelligence. Mark K. Smith added that since the first time Gardner issued its opinion in book Frames of Mind, The Theory of Multiple Intelligences 1983, Gardner has always held a discussion with his companions to spawn an additional opinion on multiple intelligences. Through research and deep reflection, Gardner added three kinds of intelligence, the naturalistic intelligence, spiritual intelligence, and existential intelligence. Thus, the total number of multiple intelligences is ten 10 different kinds of intelligence. However, to be discussed in this study only 7 seven intelligence, namely linguistic, logical-mathematical intelligence, musical intelligence, bodily kinesthetic intelligence, spatial intelligence, interpersonal intelligence, and intrapersonal intelligence. 523 THE EDUCATIONAL TOYS BASED MULTIPLE INTELLIGENCES Educational toys APE is a tool which is different with other toys, and of course it has the educational value. According to the team TBIF 2009, at least there are some things that the requirements of a plaything said APE, namely: 1 Intended for infants and children; the toys that are made available to stimulate development in infants. 2 Versatility; the point is of the APE can be obtained variations obtained stimulation toys so your child is more diverse. 3 Training of problem solving; for the example, in the puzzle game, children are asked to arrange the pieces into a coherent whole. 4 Train the basic concepts; through APE, children are trained to develop such ability to recognize shapes, colors, scale, and so on. 5 Train thoroughness and diligence; with APE, children do not just enjoy but are also required to carefully and diligently when to do it. 6 Stimulate creativity; This game invites children to always be creative through a wide variety of toys that are made by them. When the children are accustomed from childhood to produce work, the passing game design, for example, one day he will be innovating to create a masterpiece, not just tagging alone. Another opinion, Soetjiningsih 1995 says that APE is a tool that can optimize the childs development, tailored to the age and developmental level, as well as useful for the physical-motor development gross motor and fine motor skills, language, cognitive, and social. Opinions are not much different is the sense of the APE according Mayke Tedjasaputra S. 2005. According to him, APE is a game tool designed specifically for educational purposes, and has several characteristics, including: 1 Can be used in a variety of ways, that can be played with a variety of objectives, benefits and into a variety of shapes 2 Intended for children pre-school age and working to develop the various aspects of a childs intellectual development and motor 3 The security is considered good Aspects of form and the use of paint 4 Make the child is actively involved 5 Its constructive Looking at the opinions of the above, it can be said that APE is a tool designed to optimize the development and intelligence of preschool children early childhood as well as educational value. APE does not have to be expensive, but can be made from materials around us or used items unused. APE should be utilized to develop not just one aspect of the development of childrens intelligence or in this case the intelligence plural multiple intelligences. This is also in accordance with one of the principles of learning that is integrated learning AUD or thematic. Preparation of APE is an activity that requires adequate provision abilities. Provisions intended capability is the knowledge and skills of how to do so in accordance with certain requirements that APE is made fully effective in developing aspects of the development and intelligence of children Badru Zaman, 2010. In this case, the effort of teachers is the main thing. According Anggani Sudono 2000, teachers activities that must be considered before making and utilizing APE is as follows: 1 Plan, prepare, implement, and evaluate the activities and timing. 2 Adjust the placement of all equipment and furniture that will be used in accordance with the needs and security. 524 3 All the activities prepared by the teacher should have different difficulty levels. 4 Monitor each activity boring or fun. 5 Train the childs independence. Another attempt to do by teacher is the knowing of the requirements in AP E‘s making, among others Badru Zaman, 2010: educational requirements, technical requirements, and aesthetic requirements. Educational requirement means that APE‘s making must be adapted to the prevailing educational programs so that manufacturing will greatly help achieve the goals which is contained in structured educational program. Technical requirements that must be considered in making the APE related to technical matters such as the selection of materials, quality of materials, color selection, strength of materials in certain temperatures, and so forth. Aesthetic requirements are regarding aesthetics APE made. The element of beauty aesthetics is very important to note because it will motivate and attract the attention of children to use it. Soetjiningsih 1995 and others argue that the requirement stated in making the APE is as follows: 1 Safe and design should be clear 2 The size and weight of the APE should be appropriate to the age of the child 3 APE should have a function to develop various aspects of child development and intelligence 4 Must be able to play with different variations, but not too hard so as to make the child frustrated, or too easy to make the kids get bored quickly 5 Although simple should remain attractive color and shape, and when the voice, the sound should be clear 6 APE should be readily accepted by all cultures because of its very common 7 APE should not be damaged After knowing what is meant by APE and reviewing a little about multiple intelligences, it is called APE based multiple intelligences that can help stimulate multiple intelligences in children. That is, in a kind of APE can develop more than one of intelligence. To that end, it should be known characteristics of children for each the intelligences. RESEARCH METHODS According to FX. Sudarsono 1988, the research approach can be divided into two, namely the approach of quantitative and qualitative approaches. Qualitative research is research conducted in natural conditions and further emphasize the significance of the generalization Sugiono, 2006. And according to Ariel Furchan, qualitative methods are research procedures which produce descriptive data 1992. While Burhan Bungin 2001 adds that qualitative research approach was divided into a descriptive study and research is an explanatory. Based on these opinions, this research is descriptive qualitative research, because it illustrates and describes the APE based multiple intelligences utilized in the TK-KB Pedagogia. Qualitative descriptive approach was chosen because in this study the data in the form of information and particulars of the results of observations during the study that describes the characteristics of messages based on multiple intelligences contained in APE in TK-KB Pedagogia. This is consistent with the character of qualitative research tends to describe. This study does not use humans as research subjects. Who is the subject of research is the APE utilized or used in TK-KB Pedagogia. This research was conducted at the TK-KB Pedagogia UNY FIP is located at Jalan Bantul No. 1. Yogyakarta. 55142, and was conducted in June-September 2011. Data which is collected in qualitative research is not only using one 525 method, but more than one so that the research objective, data is valid and reliable. Based on these requirements, the data collection techniques used in this study is the observation, content analysis content analysis and documentation. To obtain valid data, the investigator must conduct observations to the study site. And to be more accurate, the content analysis method was used because one of the uses of content analysis is to describe the content of the communication and messages of the APE. As opinion of Stone 1966, quoted by Darmiyati Zuchdi, content analysis is a technique for making inferences by objectively identifying special characteristics and systematic 1993. From these statements, the investigators analyzed the content of APE in TK-KB Pedagogia to identify the specific characteristics of the APE based on multiple intelligences or not to describe the content of the messages contained therein. And the documentation is complementary. The major advantage of content analysis method which is used in this study was not using humans as research subjects, but APE is in TK-KB Pedagogia. To know which APE- based multiple intelligences, the methods of content analysis is an appropriate method. This is because the method of content analysis can be carried out through the review and pengsinkronisasian of subjects with theories that have been there. These theories include the theory of multiple intelligences. This study is a qualitative research into the instrument so that the research is the researcher himself. However, in order to obtain valid data, researchers using the guidelines in accordance with the data collection techniques. Thus, the stages of making data collection guidelines in this study are as follows: a. Determining the coding sheet sheet guide form a joint guidelines between observation and categorization based on content analysis of existing and accurate, the concept of multiple intelligences. b. Presenting the observation and analysis of the contents have been compiled in a research proposal seminar that gets input from experts and audiences. c. Conducting revisions when necessary. d. Take and collect data using the revised guidelines. In contrast to other studies, in a content analysis of this study, the researchers conducted an analysis of data after performing inference conclusion. Activities undertaken in analyzing this data are: 1. The reduction of the data to be understood and interpreted properly. The data has been obtained, a simplified such that the obtained results are more concrete. 2. Display presentation reduced data to describe it in the form of a clear description and tersistematik . 3. Make verification proof with respect to the existing inference. RESULTS OF RESEARCH This study sought to examine the existing APE in TK-KB Pedagogia, whether it has or has not been based on multiple intelligences. Before examining the APE one by one, would have to know first names to make it easier to identify the APE. In the early stages of observation, data types APE names contained in TK-KB Pedagogia appropriate amount of exposure above. The data can be seen in the following table: 526 The names of the APE in TK-KB Pedagogia No Nama-nama APE A1 A2 B1 B2 KB 1 Maket tempat ibadah Kotak ajaib Bola plastik Bola durian Setrika plastik 2 Maket sholat Mainan perkusi Bola durian Bola plastik Telephone anak 3 Maket wudhu Hiasan kaca tempel Bola basket Bola kecil Alat tukang 4 Boneka tangan Roncean buah Bola genggam Boneka Buah-buahan 5 Dakon plastik Miniatur wayang Ronce bentuk Alat kedokteran Kulintang kayu 6 Boneka plastik Miniatur buah APE menjahit Alat masak Puzzle kecil 7 Paying anak Figura Puzzle anggota badan Alat salon Puzzle besar 8 Kitchen set Pensil hias Puzzle berbagai ukuran Alat tukang Alat peraga keagamaan 9 Bantalan pencocok Tempat tisu Yoyo Alat musik Sempoa 10 Jarum cocok Menara tempel Gangsing tradisional Bakiak Balok jeruji 11 Miniset biasa Gambar smile dan sapi Alat musik kayu dan bambu Raket Balok warna angka 12 Miniset kembang Gambar binatang Gitar plastik Hulahop Menjahit dari kayu 13 Manik-manik Kerincingan Piano plastik Lego Balok angka 14 Puzzle tanggung Peta Yogyakarta Klinthingan Lego huruf Rumah- rumahan kayu 15 Puzzle geometri Atlas Rebana bentuk kubus Bowling Huruf temple 16 Puzzle katahuruf Bola plastik Balok besar Papan angka Balok warna 17 Menara pelangi Bola pantul Balok kecil Kartu huruf Bakiak anak 18 Kereta tarik plastik Boneka barbie Lego Telephone Balok polos 19 Plastisin Marakas kayu Miniatur kendaraan Miniatur hewan Meronce kayu 20 Stempel Yoyo Mobil-mobilan Papan lalu lintas Replika binatang besar 21 Silinder panjang pendek Gangsing Karet gelang Papan cara ibadah Binatang beroda 22 Balok warna Jam mainan Alat dapur Setrika Boneka Barbie 23 Balok PDK Lukisan mixed media Alat kedokteran Balok besar- kecil Mobil-mobilan besar 24 Permainan palu Gambar anak Alat pencetak istana pasir Puzzle Boneka tangan 25 Bowling Lego plastik Boneka Kentongan Kereta angka 26 Tanda lalu lintas Bakiak panjang Miniatur hewan Wayang Kulintang kecil 27 Perlengkapan rias Mainan air dan pasir Buah mainan Gamelan Piano kecil 28 Gitar mainan Mobil-mobilan kecil Telephone mainan Mobil-mobilan Alat musik tempurung 29 Marakas plastik Pesawat plastik Kancing warna Sepeda motor Gitar 527 mainan 30 kerincingan Kubus pola Jam kayu Buah-buahan Terompet 31 Kotak angka Rantai geometri Tamborin 32 Kotak huruf Bombig huruf Marakas 33 Kotak jenis buah Bombig gerigi Kereta plastik 34 Puzzle jigsaw Yoyo Penumbuk 35 Uang mainan Surat gulung Alat masak 36 Alat mekanik Laptop mainan Alat dokter 37 Alat tata rias Jam matahari Balok segitiga 38 Setrika mainan Timbangan Balok pasak warna 39 Sandal mainan Pasak geometri 40 Timbangan balok Pasak kincir 41 Miniatur rumah ibadah Pasak biasa 42 Maket rumah, gunung, sawah Bongkar pasang plastik 43 Mixed Lego 44 Teropong mainan Bola 45 Bombig biasa dan peluru Helikopter mainan 46 Rambu lalu lintas Pancingan ikan kayu 47 Papan tulis mainan Papan pukul 48 Kolam bebek 49 Aquarium APE which is exposed above on-display in each classroom and used for childrens play activities are based on the theme set forth in the plan of weekly activity RKM and plan daily activities RKH. However, at rest, the child is allowed to play APE in the classroom. APE APE-based multiple intelligences is that when utilized to develop the child as a whole, which is developing more than one intelligence linguistic, logical-mathematical, music, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. Here is the result of observations for each group, both groups A1, A2, B1, B2 and KB:

a. A1 Group

The data obtained for the A1 group, it can be said that there is an APE APE-based multiple intelligences. Looking at the form and methods of using, all APEs can develop more than one of intelligences in children. Of the thirty existing APE, all can develop childrens intelligence at least 2 intelligence. Thus, APE in group A1 is based APE multiple intelligences.

b. A2 Group

APE contained in the classroom can be said as the group A2 APE-based multiple intelligences. Same with APE in group A1, see the form as well as methods of using, all APE in group A2 is able to develop more than one of intelligence in children. Of the thirty existing APE, all can develop childrens intelligence at least 3 intelligence. Thus, APE in group A2 is based APE multiple intelligences. 528

c. B1 Group

Display APE in classroom group B1 showed that APE is an APE-based multiple intelligences. It is also evident from the forms and methods of utilization, namely: all of APEs can develop more than one of intelligence in children. Of the forty-seven existing APE, all can develop childrens intelligence at least 2 intelligence. Thus, APE in B1 group is the APE based multiple intelligences.

d. B2 Group

The results of the review of APE in the classroom group B2, it can be said that there is an APE based multiple intelligences. Of forms and methods of using, APEs can develop more than one of intelligence in children. Of the thirty-eight existing APE, all can develop childrens intelligence at least four intelligence. Thus, the APE is in an APE-based group B2 multiple intelligences as well.

e. Play Group KB

Data obtained from the review of the APE for birth control, it can be said that there is an APE based multiple intelligences. Looking at the form and methods of using, all APEs can develop more than one of intelligence in children. Of the forty-nine existing APE, all can develop childrens intelligence at least 3 intelligence. Thus, existing APE APE-based KB is multiple intelligences. One way to develop a holistic child development is through multiple intelligences approach. The purpose of the multiple intelligences approach is through a treatment learning activities or utilization of instructional media in this case is APE, can develop children thoroughly to develop more than one existing intelligence in children. APE which is based on multiple intelligences in the utilization can develop more than one of intelligence in children. APE which is based on multiple intelligences is also a fun thing and does not make a child tired bored. APE shall be in accordance with the characteristics of early childhood. Researcher tried to examine the existing APE in TK-KB Pedagogia, whether based on multiple intelligences or not. APE which is contained in TK-KB Pedagogia have guidelines or ways of utilization. How to use the APE known through observation APE incorporating user as well as through interviews with teachers of TK-KB Pedagogia only limited to how to use the APE, is not the reality of the use of the learning process. Looking at the above results, it can be said that the APE is in TK- KB Pedagogia had based on multiple intelligences as an APE can develop more than one of intelligence in children. Indicators that each can develop multiple intelligences APE embodied in the development of each intelligence indicator 7 intelligences according to the theory revealed by Howard Gardner. The review was limited to the review carried out on objects in the form of any object that can be seen from the form of concrete real as well as methods of using. In this case, the interference of the object of life human teachers has not been the focus of research. Interviews with teachers is only in the how to use existing APE and not on the reality of the implementation of the learning process. Teacher tutors intervene in the use of APE is very influential on learning outcomes. However it has been revealed earlier that this study was limited to a review of any object on the object. With this limited study, it appears that the APE- contained in group A1, A2, B1, B2, and KB qualify as APE-based multiple intelligences. Each APE can develop more than one of existing intelligence in children. The intelligence will be maximized when the APE developing fully utilized according to its function. 529 CONCLUSION Based on the research that has been done, the researcher can conclude that the APE which is contained in TK-KB Pedagogia is APE based multiple intelligences. Seeing the results of observation and review of existing APE in TK-KB Pedagogia, APEs have a form and manner that the use of at least two intelligences can develop in children. Given that APE based multiple intelligences which is able to develop more than one child in their utilization of intelligence, the APE in TK-KB Pedagogia is an APE based multiple intelligences. REFERENCES Ahmad Rohani. 1997. Media Instruksional Edukatif . Rineka Cipta. Jakarta. Anggani Sudono. 2000. Sumber Belajar dan Alat Permainan untuk P endidikan Anak Usia Dini . PT. Grasindo. Jakarta. Arief Furchan. 1992. Pengantar Metoda Penelitian Kualitatif . Usaha Nasional. Surabaya. Badru Zaman. 2010. Pengembangan Alat Permainan Edukatif di Lembaga Pendidikan Anak Usia Dini PAUD. Diktat, Tidak Diterbitkan. Burhan Bungin. 2001. Metodologi Penelitian Kualitatif. P.T. Raja Grafindo Persada. Jakarta. FX. Sudarsono. 1988. Beberapa Prinsip Dalam Penelitian . Bimbingan Penelitian Karya Ilmiah SEMA FIP Yogyakarta. Mark K. Smith. 2008. Howard Gardner, Multiple Intelligences and Education . The Encyclopedia of Informal Education, CarbonNeutral. USA. Mayke S. Tedjasaputra. 2005. Bermain, Mainan, dan Permainan untuk Pendidikan Usia Dini. Jakarta: PT. Gramedia. Mudhoffir. 1986 . Teknologi Instruksional . CV. Remadja Karya. Bandung. Nana Sudjana dan Ahmad Rivai. 1991. Media Pengajaran . Lemlit IKIP Bandung dan CV. Sinar Baru. Bandung. Soetjiningsih. 1995. Tumbuh Kembang Anak. Jakarta: Penerbit Buku Kedokteran EGC. Sugiono. 2006. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R D. Alfabeta. Bandung. Tim TBIF. 2009. APE Kreatif Ala TBIF. www.tbif.wordpress.com . 530 LOGICAL THINKING ABILITY CHILDREN’S STIMULATION OF “KLING- KLING BYOK ” GAMES AT RA MASYITHOH I BATURSARI By: Maria Denok Bekti Agustiningrum PAUD’s Lecturer - FIP IKIP Veteran Semarang mariadenokrocketmail.com mdenok14gmail.com Abstract : The most important part of cognitif is to think logically, through to think logically each individual is equipped to solve the problems which will appear in their life.nA individual is able to have the maturity to think logically if from the early age obtain continuously and sustainably stimulation. Learning program in early childhood institutions able to accommodate the needs of children‘s cognitive development from an early age, so traditional games can choose theacher. Traditional games in Indonesia has many kinds and varieties, from those diversity, ―Kling-kling Byok‖ games became one of the games conducted in RA Masithoh I Batursari. ―Kling-Kling Byok‖ games considered able to stimulate the logical thinking ability of preoperational age‘s children caused by ―Kling-Kling Byok‖ games able to meet the rules of the logical thinking stages through how to play. The stages in the form of 1 Sorting; 2 Classification; 3 Desentering ; 4 Reversibility, 5 Conservation. Key Words: Traditional Games, “Kling-kling Byok”, Think Logically. INTRODUCTION Cognitive is the individual inherent ability which adheres since birth along with the other individuals ability such as: motor physical refine-coarse, Affective, Social and Emotional. One of the step in cognitive ability is logical thinking, logical thinking ability is obtained through stimulation since an early age Robert, 2008: 24. Logical thinking is required in the life order of human being, through the logical thinking human being should be able to solve problems that arise in life. Logical thinking ability is an ability acquired through a stimulation and experience. The right stimulation within development period be able to maximize logical thinking ability of individuals because of the cognitive ability stimulation carried out continuously - constantly and continuously must be occurred by people who are around children Robert, 2008: 48. Teachers as one of the people who were in the closest neighborhood to an early child become one of the responsible person for the childs cognitive stimulation. A teacher has a function as a facilitator, motivator, information, communicators, transformers, agent of change, innovator, counselor, evaluator, and administrator Dahar: 2012, to carry out these tasks so a teacher of Early Child Education expected to choose appropriate learning methods and learning media which suitable for the stage of early child development in the teaching and learning process. The learning process is going on and performed by an early child through games, Teachers can use the playing method so it becomes a fun learning for children, because of playing according to Bettelhem in Hurlock 1978 is an activity which occurred on the basis of a pleasure and without considering the final result, The activities carried out voluntarily, without coercion or pressure from outsider. Play activities affect all six aspects of child 531 development, namely the aspects of self-awareness, emotional, social, communication, cognition and motor skills. Catron Allen, 1999: 20. Preoperational age has an age limit between 2-6 years, in those age, the childs cognitive abilities are being developed in accordance with the stimulation they got. Sampling of group aAnwagiteh range 3-4 years intended to limit the scope of observation so that more focused in observing. The use of the method Kling-Kling Byok game also be the right choice for children in the group age of 4-5 years, or often referred to as Group A in RA Masithoh I Batursari because this game has performed by teacher of Group A, which is Mrs. Sartini for 2 semesters. Researchers assume the selection of Kling-Kling Byok game as an appropriate selection because of traditional game is a game that has several advantages, among which are: a Rule of the game comes from the local community normsb; Equipment and medium of the game comes from the environment; c Slightly cost incurred; d Becomes an identity of the local culture. Looking at some advantages of the traditional game becomes an appropriate option when it was used in the medium of cognitive abilities increase of children Ken Achroni, 2012: 16-17. So in this research, the hypothesis is Kling-kling Byok game be able to stimulate thinking skills of children in group A at RA Masyithoh I Batursari. RESEARCH METHODS The research approach which used in this study is a qualitative approach. A qualitative approach with observation method in this study have purposive sample characteristic which by means of record all child activities in Group A at RA Masyithoh Batursari to the amount of 15 childrens with an age range of 4-5 years along with the classroom teacher Mrs. Sartini. The reason is because RA Masyithoh I Batursari is an Early Child Education Institution which consistent to use Kling-Kling Byok games in the learning process during a year. Observation method used as a way to observe all the behavior which is seen in a certain time period, in this case from the beginning of the Kling - Kling Byok game prepared until the final stage of this game Nusa, 2013:7170.-All subject activities which involved are the teacher Mrs. Sartini, Principal and 15 children in group A becomes the observation objective. Observation method is a method that is able to accommodate some observations aspects to development stage through a little notes interrelated between behavior change of one with the other after stimulation through presenting Kling-Kling Byok game Singgih, 2012: 65. Observation which researchers do is a natural observation and controlled observation, with the following steps: a. Do not change the research setting At this stage the researchers conducted an observation and record the initial conditions of learning classroom setting, the number of students; students age; condition of teachers, condition of principals without adding or decreasing anything had happened until the end of the observations were made. This is done so that researchers can objectively look at the ongoing learning process. The implementation process of observation into implementation of Kling-Kling Byok game performed during the first semester of study. b. As a researchers directly involved but were not part of the Kling-Kling Byok games. At this stage, the researcher is a person in learning setting, but do not become part of the Kling-Kling Byok game; it is intended so that the researcher can be more accurate in making records in connection with the whole process is in progress. Minimizing the loss 532 of observation pieces in the Kling-Kling Byok game and combine it so that becomes a complete and continuous observation. c. Observe and make a chronological notes from the early games in the preparation stage, the game progresses to the final stage of the game which reviews conducted by teacher Mrs. Sartini. This chronological notes is required as part of the meaning and data analysis conducted by researchers, this process is important to create a chronological order to be consistent and logical. At this stage it appears some of the differences in behavior between children with one another; differences in behavior between the start of the game with repetition during the game; differences in the child‘s ability behavior when the game was first performed with good repeating game from one child to another. d. Give meaning to every event notes during the observation. This meaning is intended to explain a facts that occurred in group A at RA Masyithoh I Batursari associated with cognitive theory of logical thinking, whether stimulation occurs after playing and li d n u g r - i K ng linKg Byok game ? These meaning to describe the overall results of observations with all of the notes which appear as a part of the initial data analysis process. The data analysis in this study using the Event Analysis of Ericson theoretical approaches in Nusa 2013: 86-87 and then proceed to data technical validity through 4 phases: 1 Credibility, namely through the observation extension of objects and subjects were observed, namely the ongoing process Kling-Kling Byok game, so does not happen to observation. Then the next step is to triangulate the data that is checking data from the beginning to the end in the form of double check to the Piagets theory of logical thinking source. And then sort the chronological behavior changes of childrenin group A at RA Masyithoh I Batursari. Check on observations with information resources which were teachers and principals through interviews and documents that founded. 2 Transferability, namely: using research in other places which similar, in this case of similarity context Nusa, 2013: 93. At this stage, the researchers compared this study with Ni Nyoman Serati and Nur Hayati study results in the form of research titled: Motion and Song Traditional Java Games To Stimulate Early Child Social Skills. 3 Confirmability Test, which performed by reconfirming the analysis results with the people involved in this research. In this case, a class teacher of Group A and headmaster of RA Masyithoh I Batursari. DISCUSSION 1. Implementation of Kling-kling Byok game in RA Masyithoh I Batursari A. Definition of Kling-kling Byok game Kling-Kling byok game can be found in various regions in Indonesia, both in Sumatra, Java, Bali, Kalimantan and Sulawesi, with a different name Keen, 2012: 51-n 53. The ames for Kling-Kling byok game in some areas in Indonesia are: engklek , ingkling , Sudamanda, Sudah mandah, jlong jling, lempang , atau dampu . The similar game with the different rules in the United Kingdom called Hopscotch. Hopscotch game is supposedly very old and starting from the Roman empire period. 533

B. How to Play

Kling-Kling Byok game at RA Masyithoh I Batursari a. Step One : The players will determine to play with a chosen image. Choosing Gunungan or Montor mabur . Then one of the player draws a picture of Gunungan , in this case, the picture has been agreed upon. The drawing method is on 8 squares ground and half- circle at the top of his own, and in each box is numbered 1-8, in the half-circle is numbered 9 and in the outside of the circle is numbered 10. Figure 1. Teacher draws of Gunungan Figure 2. Kling-Kling Byok game‘s Arena of Gunungan 534 Figure 3. Kling-Kling Byok game‘s Arena of Montor Mabur 5 4 7 6 3 2 1 b. Step Two: to determine who will play first, usually by Hompimpa. After founding the players order, the player can immediately resume the game. c. Step Three: In order, the players throwing gaco toward one of the plot in the picture, after gaco thrown then the player must hop on one foot from one plot to another plot in the order of gaco plot, towards to where gaco located and then retrieve it. If the gaco has reached number 9, the player must take with squatting and facing backwards, the player‘s hand is not allowed to touch the box line, if it does then the player is considered to have failed and should be replaced with other players. If the player already thrown their gaco to number 10 and succeed to pick it up that way before, then the player is entitled to choose the rice paddy by throwing their gaco by reverse body direction. If gaco are thrown and hit the mark or about about located in one of the image plot so the plot would be hers so that should not be passed by other players except the owner. Figure 4. Gaco or gacuk

2. Stimulation of Logical Thinking Ability for Pre-operational Child by

Kling-Kling Byok game. Piaget in his theory of cognitive divide phase of understanding human cognition in accordance with the development of age in four categories; namely: the sensorimotor period age 0-2 years old, preoperational period age 2-7 years old, concrete operational period age 7-11 years old, formal operational period age 11 years old to adult. Pre-operational stages according to Piaget is a procedure for performing a mental act on objects. The characteristics of this stage is a rare mental operations and logically inadequate. In this stage, children learn to use and to represent objects by images and words. Their thought is still egocentric: children difficult to see from the others point of view. 535 Children can classify objects using one characteristic, such as collecting all the red objects despite the shape is different or collecting all round objects even the colors is different. According to Piaget, pre-operational stage following the sensory motor stage and appear between two until six years old. In this stage, children develop the language skills. They began to represent objects with words and pictures. However, they still used intuitive reasoning, not logical. At the beginning of this stage, they tend to be self-centered egocentric, specifically, they can not understand their place in the world and how those thing relate to one another. They have difficulty to understand how the feelings from people around them. But according with maturation, the ability to understand another persons perspective increased. Children have a very imaginative mind at the moment and assume any inanimate objects have feelings too. The research study of 15 students in Group A found that there is logical thinking process stimulation occurred for preoperational ages children that appears through the ways: 1. Ordering —Ordering-the ability to sort objects by size, shape, or other characteristics. This stage is the ability of the pre-operational Child to sort objects by size, shape, or other characteristics. At this stage, the child is able to perform activities of sorting objects with different sizes, they can sort of the biggest thing to smallest. This ordering is applied on memorizing of numbers symbols with the figure‘s shape. The example: number symbol of 1 stated: sa - tu. And so on accordant from the small numbers leading to low or vice versa. Kling-Kling Byok game facilitate children to recognize the numbers symbol from 1 to 10. This is shown by the way of game when a player throws gaco , then the player must jump with one leg in the order to take gaco and complete the game; Thus done alternately during the game until a winner is found. Ordering period occurs when the child jumps on one leg of the plot number 1 towards where gaco located; in this event the child sort numbers symbol from the smallest number to the biggest that is memorizing numbers 1,2,3,4,5,6,7,8,9,10 if the type of game being played is Kling-Kling Byok Gunungan and memorize numbers 1, 2,3,4,5,6,7. When a child throws gaco and occupies part of the rice paddy, the mention of numbers symbol occurred c w o here ga thrown. From this situation some children who can directly mention a symbol with the correct figure or children feels difficult to mention the numbers symbol with figure. After several rounds of the game, all children can name the numbers symbol with the figure correctly, accurately and quickly. This shows the stimulation of the sorting stage. Figure 5. Children are being mentioned u arfeisg 536 2. Classification — Classification-the ability to name and identify sets of objects according to appearance, size, or other characteristics. The ability to name and identify a set of objects according to appearance, size, or other characteristics, including the idea that a set of objects can include other objects into the circuit. Children no longer have the limitations of logic in the form of animism the notion that all things have life and feeling. In a Kling-kling Byok game, there is instruction which contains the procedures to be followed by children such as hopping on one foot when passing a plot and set foot down on the rice paddy that has been owned by the player. This procedure helping child to learn classify and name according to its category. In a simple way, children classify each rice paddy with symbol of set foot down their feet. Figure 6. Children is doing Byok‟s motion 3. Decentering —children begin to consider some aspects of a problem to be solve. Children begin to consider some aspects of a problem to be solve. For example, the child will no longer perceive that cup is wide but short contain less than taller cup. If the counting game type by pointing on objects knowing concept of numbers with objects, Understanding of Numbers Symbol and sequence from number 1 through 10. In the Kling-Kling byok game, the early child learning to understand the concept of numbers symbol and the sequence. This is an early stage of the child to understand the concept of numbers symbol starts from 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Once after children understand a number symbol and then the child learns to sort by jumping from one plot to another plot. And so on it is done over repeatedly from one child to another child so that the child is able to memorize the next child complete the game in a way to have rice paddy. The game stage is rice paddy . Figure 7. The child is doing the Engkling‟s movement 537 4. Reversibility —Children begin to understand that numbers or objects can be changed, and then back to the initial state. Comprehension have a meaning of process, a way, act of understanding or explaining Tim Redaksi Kamus Bahasa Indonesia Edisi Ketiga, 2002 : 811. Learning is the result of an interaction between stimulus and response Selvin, 2000: 143T.hrough Kling- Kling byok game child can understand the figures of 1-th1i0s, fact appears in the game when the child throws gaco gacuk to figure through boxes that have been given written those number, and then the teacher asked where in what figures that gaco gacuk located. When the child is able to mention correctly the numbers symbol in accordance with the results of a random throwing gaco, it means the child has passed the 4th stage correctly. 5 . Konservasi —understanding about quantity, length or amount of objects. The fact that there is occurred a conservation phase evident in the observations result after completing one lap then child has the task to retrieve images containing object in accordance with the number symbol and amount of numbers which the child throws his gaco. At this stage, the child exposed to understand the amount of objects on paper in accordance with the numbers emblem image and if it is correct so the child allowed to put the image in the box bearing the same number while calling on his number. Figure 8. Children chosing objects according to the amount of numbers Figure 9. Children counting objects according to the amount of numbers 538

IV. CONCLUSION

Kling-Kling Byok game is a traditional game that is no longer in demand by Batursari villagers but able to be a learning method of stimulating 4-5 years old children. Research in group A at RA Masyithoh I Batursari proves that Kling-Kling Byok traditional game could be an effective learning methods in the cognitive abilities stimulation in group A at RA Masyithoh I Batursari. Kling-Kling Byok game which in Indonesian society is known by various names can be used as a teaching reference method for early child teachers in the teaching and learning process in order to stimulate the logical thinking ability early child in Indonesia. REFERENCES Baharuddin dan Esa Nur Wahyuni, 2009. Teori Belajar dan Pembelajaran , Yogyakarta: Ar- Ruzz Media. Dahar, Ratna Wilis. 2011. Teori-Teori Belajar Pembelajaran . Jakarta: Erlangga Daryanto, 2011. Media Pembelajaran. Yogyakarta: Gava Media Depdikbud Direktorat Pendidikan Dasar dan Menengah, 1970. P ermainan Tradisional di Indonesia . Jakarta Dewi Puspitasari Isriani, 2012, Strategi Pembelajaran Terpadu. Yogyakarta : Familia Husna. M., Hurlock B Elizabeth, 1978, Perkembangan Anak , Jakarta : PT Gelora Aksara Pratama Johnson, M.H., 2005. Developmental cognitive neuroscience . 2nd ed. Oxford : Blacwell publishing Ken Achroni, 2012. Mengoptimalkan tumbuh kembang anak melalui Permainan Tradisional. Jakarta: Javalitera. Moedjiono dan Dimyati, M., 1993. Strategi Belajar Mengajar , Jakarta : Depdikbut Tenaga Kependidikan Tinggi Proyek Pembinaan Tenaga Kependidikan Munandar Utami, 1992, Mengembangkan Bakat dan Kreatifitas Anak Sekolah, Jakarta : GramediaWidiasarana Indonesia Nana Syaodih. 2009. P engembangan Kurikulum. Bandung: PT Remaja Rosdakarya. Nusa Putra dan Ninin Dwilestari, 2013. Penelitian Kualitatif PAUD, Jakarta: PT Raja Grafindo Persada. Peter W. Airasian dkk, 2010 . Pembelajaran Pengajaran Dan Assesmen , Yogyakarta: Pustaka Pelajar. Piaget, J., 1974. The construction of reality in the child. New York: Basic Books. ------- 1977. The Essential Piaget . ed by Howard E. Gruber and J. Jacques Voneche Gruber, New York: Basic Books. ------- 1983. Piagets theory . In P. Mussen ed. Handbook of Child Psychology. 4th edition. Vol. 1. New York: Wiley. ------- 1995. Sociological Studies . London: Routledge. ------- 2000. Commenta ry on Vygotsky . New Ideas in Psychology, 18, 241 –259. ------- 2001. Studies in Reflecting Abstraction . Hove, UK: Psychology Press. Primadi Tambrani. Prof., 2014. Proses Kreatif Proses Belajar Gambar Anak, Jakarta: Erlangga. Robert J. Sternberg, 2008. Psikologi Kognitif, Yogyakarta: Pustaka Pelajar. Rulam Ahmadi, 2014 . Pengantar Pendidikan , Yogyakarta: Ar-Ruzz Media. Slameto, 2013. Belajar dan Faktor-Faktor Yang Mempengaruhi, Jakarta: Rineka Cipta. S. Nasution, Prof., 2006. Kurikulum dan Pengajaran , Jakarta: Bumi Aksara. Singgih D. Gunarsa, Prof., 2012. Dasar dan Teori Perkembangan Anak , Jakarta: Libri. 539 Tisna Soepandi, 1974. Permainan Tradisional di Jawa Barat . Bandung Yunus Ahmad, 1981. Permainan Rakyat Daerah Istimewa Yogyakarta , Yogyakarta: Departemen Pendidikan dan Kebudayaan Proyek Inventarisasi dan Dokumentasi Kebudayaaan Daerah. 540 THE MAPPING OF LEARNING METHOD USED BY ECED IN MATARAM AT 20122013 Dwi Istati Rahayu, Baik Nilawati Astini, Moh. Irawan Zain Universitas Negeri Mataram, Email: dwiistatiyahoo.co.id ABSTRACT: The purpose of this research was to identifying and mapping the learning methods used by ECED in the town of Mataram. This research was used a survey method. Research location was in the town of Mataram, West of Nusa Tenggara by covers 10 schools samples, representing 5 clusters. The samples was chosen randomly and it subjects was teacher in early childhood education. Research was done in the second semester of school year 20122013. Data was collected by observation, interviewed, and focus group discussions techniques. Data was analyzed by descriptive qualitative. The results of this research indicated that the teachers‘ method applied in ECED include story telling, conversation, FAQ, playing, role playing, singing, experiments, demonstrations and assignments methods. The dominant method applied in ECED is a conversation method, because it can be applied in learning from the beginning to the end of lessons besides easy, effective, and could facilitate the learning process to achieve optimal results. Recommendations that presented to teachers are to select methods with more varied, it can collaboratif the application of method of conversing with other methods, especially methods of playing because this is the most appropriate method in the development of the early childhood. Key-words: Learning methods, conversation method. Introduction The important component for the implementation of the Early Childhood Education ECED is the arrangement of the programs, like annual planning and development, semester, weekly, daily activities. The program also is included of planning, implementation, monitoring, and evaluation. These programs must be controlled by both teachers and managers ECED. It program is arranged interestingly and funny based on the Government Regulation No. 19 of 2005 on National Education Standards Article 19, paragraph 1 states that the unit processes and implement an interactive, inspiring, funny, challenging, motivating the students to participate actively and to provide sufficient space for the initiative. These explanations would require the teachers of ECED to develop many methods of teaching learning process creatively and innovatively. Learning strategies can be defined as the effort of teachers to implement a variety of learning methods to achieve the expected goals. Learning method has been used by teachers to stimulate all aspects of children development during the sensitive child. Considering the importance of this period, therefore this period has been maximized. Osborn, White, and Bloom in Jamaris, 2013 stated that the development of intelligence occurs very rapidly in the early years of the childs life until the age of 4 years of intelligence capability has grown about 50 , 80 occurred when the children were 8 years old, and reached its culminating point when the child has about 18 years old. Therefore, the early childhood has: 0-8 years which has called golden age, the sensitive or the golden time. Therefore, the government focussed on the early childhood education programs. However, in society, especially in the town of Mataram, the early childhood teachers has still lowest educational qualifications. Concequently, many of them has been still a lack of understanding in developing learning strategies, so that the methods of teaching learning process are still monotonous. The teachers only use the classical model of learning and 541 teaching methods. Therefore, it needed the concept of mapping to establish the better learning strategy. Based on the condition above, it needed to conduct the research for giving the real picture of teacher for implementing the instructional strategies in kindergarten. The result of this research used for researchers and policy makers for developing early childhood program, particularly in the town of Mataram. The reason above indicating that it needed the research focuss on the method or strategy to develop the character and intelligence of early childhood. The focuss of this research were: 1 how to identify appropriate strategies for kindergarten or ECED in the town of Mataram? 2 how to conduct the appropriate mapping of learning strategies for kindergarten or ECED in the town of Mataram? The purpose of this research was: to mapping the appropriate learning methods for early childhood in the town of Mataram. The results of this research used as a data for conducting the research of learning strategy and education development model in early childhood. Beside that, it has a riel data and mapping of learning strategy used in kindergarten and early childhood education, particularly in the town of Mataram. Review of Literature 1. The Concept of Early Childhood Education A Early Childhood of Education ECED is the level of education before basic education which is to develop the children from birth up to age a six years. The development of this childhood must be done through giving the stimulation to assist the growth and development of the childhood physically and mentally in order to prepare in entering further education held in formal, non-formal, and informal education. Early childhood is the baby birth until the age of 6 years. Early childhood is an age that is crucial in the formation of character and personality of the child Yuliani Nurani Sujiono, 2010. Early age is the age at which children experience rapid growth and development. Early age is referred to as the golden age golden age. The food is nutritionally balanced and intensive stimulation is needed for the growth and development. There are various studies about the nature of early childhood, particularly among kindergarten children by Bredecam and Copple, Brener, and Kellough in Masitoh, et al., 2005 as follows: a. Children are unique b. Children express relatively spontaneous behavior c. Children are active and energetic d. Children are egocentric e. Children have a strong curiosity and excitement for a lot of things f. Children are explorative and adventurous g. Children are generally rich in fantasy h. Children still easily frustrated i. Children still less consideration in the act j. Children have a short attention k. Childhood is the most potential time for learning l. Children are more indicating that interest in friends. In the Act No. 202003 on the National Education System, Chapter 1, Article 1, Item 14 stated that Early childhood education is an effort to develop the children from birth until the age of 6 years whithin the educational stimulation to assist the growth and development of the physical and spiritually so that children have a readiness in entering further education. While in Article 28 of the Early Childhood Education, it is state that: 1 Early childhood education 542 is held before the basic education level, 2 early childhood education can be organized through formal education, non-formal andor informal, 3 early childhood education through formal education: kindergarten, RA Religious Education for childhood, or other equivalent education, 4 to early childhood education in non-formal education: KB, TPA Religious Education for childhood, or other equivalent education, 5 early childhood Education in informal education: family education or education organized by the environment, and 6 the decition on early childhood education as a referred to subsection 1, subsection 2, subsection 3, and subsection 4 will be organized within the government regulations. 2. Learning in Early Childhood Education ECED Learning strategy is a general pattern of conduct of teachers and students in the realization of teaching and learning activities. Learning strategies can also be interpreted as the efforts of teachers to implement a variety of learning methods to achieve the expected goals. Thus the teacher or early childhood teacher is expected to develop a creative and innovative learning method. So that, the teachers be able to develop all aspects of the childhood. Rusmono 2012: 21 defines that learning strategies are general guidelines blue print that containt the different components of learning and be able to achieve the optimal output under the conditions that were created. Strategy as a specific action which is conducted by a person to simplify, accelerate, more enjoying, more easily understand directly, more effective and more easily transferred to the new situation. The understanding of the strategy above indicating that it need to emphasis a person in facilitating of learning process either individually or in small groups. Method is part of the strategy that chooce based on the strategies and activities that have been decided. The method is a way to achieve the objectives of the activity. Gordon Browne in Moeslichatoen: 24 stated that there are some of the teaching methods appropriate for early childhood: a. Playing method, explains that playing is the childhood behavior and indicating a childrens growth. Playing also make the children get experience in understanding the life. b. Field Trip Methods. Trip has the important meaning for developing the children because they can improve the children motivation and develop the extending, the acquisition of information, also enrich the scope of programs and learning activities of kindergarten who may not be presented in the classroom. c. Conversition method. Conversition method is the method which has important significance of meaning for the development of early childhood because this method can improve the skills of childhood in coomunication verbally with others, or to realize an ability receptive and expressive. Conversation can also be interpreted as a dialogue in doing activities together. Gordon Browne, in Moeslichatoen, 2004: 26. d. Story-telling method. In Storytelling as a medium to teach the values in the community. A good storyteller will make the story as interesting and alive. The involvement of children in the story will gives fresh atmosphere attractive and a unique experience for the children. e. Project Methods. Project methods is one of the methods used to train the childrens ability to solve everyday life problems. f. Demonstration method means showing, moving, and describing. So, through demonstration, we show and explain the ways to do something. Beside that, the children expected to define the implementation every steps in doing something. g. Task Giving method is a task which be done by the children who get the assignment. In kindergarten, a task is given for doing something based on the teacher‘s instruction. 543 Methodology This research was a survey research. Research location was in the Town of Mataram, West Nusa Tenggara with the 10 schools sample which represent 3 clusters and chosen randomly in the town of Mataram. The sample chosen was: Mataram, Sekarbela, and Selaparang. The research was conducted in the 2nd semester of school year 2012-2013. Data was collected by observations, interviews, and focus group discussions. Data was analyzed by qualitative descriptive. The subject of this research is the early childhood teacher in teaching learning strategy for early childhood. Results and Discussion 1. Research Results a. Institution-A Learning methods used in A institution is a conversation method which is used in every steps. Every topics on this method is free material, it should not be the same with theme of learning. Children are given the chance to express their opinions while the teacher as a facilitator only. Based on interviews with the teacher, he said that the question and answer method is very convenient applied by the teacher and do not require APE or complex media. In addition, the conversation method is very good to motivating children for communication, so that the children can express his idea freely. The conversation method is used in the chance of dialogues, questions and answers, and unstructured storytelling. It is not dept conversation, and classroom always under the control, although there are some children more passive. Another method used in early childhood is the assignment method, by giving the task to the children in front of the classroom, like showing a picture of fruit and a certain color or performed at each table such as writing, drawing, and coloring. b. Institution-B Learning methods used in B institution is a conversation method which is used in every steps. Every topics on this method is free material, it should not be the same with theme of learning. Teachers do a free conversation with the children as a family and say hello to others. Based on interviews, the teachers said that the method is very comfortable and teachers understand to apply its. In addition, it can motivate children in developing the childrens‘ brain. Teachers and children are freely to express the storytelling or the idea, thus make the children happyexcited. Other methods are also used in this institution is the assignment method. After conversation, the teachers give the task to the children, then the children do the task. For example: drawing, coloring, writing, and others. c. Institution-C Learning methods used in C institution is a conversation method which is used in every steps. Every topics on this method is free material, it should not be the same with theme of learning. The conversation material between teacher and child is on daily activities. Based on the interviews, the teachers said that this method is very comfortable and easy to apply while it does not need to use APE or complex media. Through this media, the teacher also expected to communicate and express of the children idea. Besides the conversation method, the teacher also used demonstrations and assignments method, i.e. by giving an example to the task. 544 d. Institution-D Learning methods used in D institution is a conversation method which is used when the student comes to school, warming up, the situation before playing and clossing situation. The conversation between teachers and children are free a conversation about a childs everyday and outside activities. According to the teacher, conversation method is easy to apply and the child is not embarrassed to have conversations freely with teachers, children are free to express their opinions and desires. e. Institution-E Learning methods used in E institution is a conversation method which is used when the student comes to school, the situation before playing, the situation along the playing and clossing situation. The conversation between teachers and childrens are free a conversation about the names of the days and the daily activities that children do. Based on the interviewed, the teachers said that teachers always apply this method because the children more speak local language Sasak language then Indonesian language. In order to anticipate the children speak mother tongue local language, the teacher also ask the children to speak Indonesian at school. f. Institution-F Learning methods used in F institution is a story telling, conversation, question and answer, role playing, singing, assignment, and demonstration methods. However, the dominant method applied in institution F is conversation method. This method apply in all activities, i.e. when the students come at school, warming up, situation before playing, and situation after playing. However, the dominant method apply in this institution is conversation method, because it is effective for opening the playing, situation before playing, and situation after playing. g. Institutions-G Learning methods used in G institution is a story telling, conversation, question and answer, role playing, singing, assignment, and demonstration methods. However, the dominant method applied in institution G is conversation method, especially when the students come at school, situation along the playing, and situation after playing. The efective method apply in this institution is playing method especially for opening the playing, situation along the playing, and situation after playing, and clossing situation. h. Institution-H Learning methods used in H institution is a story telling, conversation, question and answer, role playing, singing, assignment, and demonstration methods. However, the dominant method applied in this institution is question and answer method, especially when the students come at school, situation before playing, and situation after playing. The efective method apply in this institution is question and answer method especially when the situation before playing, and situation after playing. i. Institutions-I Learning methods is applied in I institution is a story telling, conversation, question and answer, role playing, singing, assignment, and demonstration methods. However, the dominant method applied in this institution is conversation method, especially when the students come at school, warming up, situation before playing, situation along the playing and 545 situation after playing. The efective method apply in this institution is conversation method especially when the situation before playing, situation along the playing, and situation after playing. j. Institution-J Learning methods is applied in J institution is a story telling, conversation, question and answer, role playing, experiment, singing, assignment, and demonstration methods. However, the dominant method applied in this institution is conversation method, especially when the students come at school, warming up, situation before playing, situation along the playing and situation after playing. Another method apply in this institution is question and answer method. In the implementation of this method, the teacher give demonstration as the example to do it. Discussion Based on the result of this research described above, the researcher has descussed of this research that the result of the learning methods implemented in early childhood same as the purpose of the research are as follows: 1 learning methods are applied in early childhood at Town of Mataram i.e. conversation, question and answer, role playing, singing, demonstration, task giving, story telling, field trip, experiment, and project methods. Based on interviews with teachers who teach in the age of 5-6 years, the teacher say that the learning method above is applied in the institutions from the beginning of the child coming to the end of learning. The method apply in this institution based on the learning situation and play to achieve a learning goal. 2 the teacher dominantly applied to early childhood is conversation method because it can be applied in all situations. Conversation can improve the early childhood communication skills and develop their activities each others. Based on the interviews with teachers aged 5-6 years, they say that this method is very convenient to use and understand the teacher in the process of implementation of such methods in early childhood. The teachers also say that the conversation method is the most easy and effective way to achieve the goal of learning in early childhood. Beside that, the conversation method can stimulate the children to be active and solve many problems. Based on the interviews with the teachers, they say that a lot of conversation themes can be applied with this method. Every questions asked by the teachers can be able to ask the students to think highly on the subject matter being studied otherwise the teachers will ask the students actively about what they have not understood. Conclusions and Suggestions 1. Conclusion Based on the results of this research, it can be concluded that the method of teaching learning process in early childhood at the town of Mataram are as follows: 1 The learning method always used is: story telling, conversation, question and answer, playing, role playing, experiment, singing, assignment, demonstration, while the method often used is: project and field trip methods. These method often used because it need need considerable time and cost for implementation. 2 The method dominantly applied is conversation method, because it can be applied from the beginning to the end of the lesson, and it is easy to apply it. Besides the dominant in use, this method also considered effective for developing the learning process both for children and for teachers. 546

2. Suggestion