Cultivating The purpose of the Garden

International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 249 from the environmental hazards can be lowered when children have a sense of belonging, a sense of control over their environment, because they are within the park project. Blair, D. 2009: 15. The urban environment around the turn of the century, often without the natural surroundings. The proponents of school gardens believe that the lives of children improved with each spent time working and generate production rather than hanging out. Resulting in lower levels of delinquency, beautify the urban environment, and to improve the work ethic among the immigrant population, and improving health practices Trelstad in Wolsey, D Lapp, D, 2014: 54. A survey also showed that parks or gardens are also beneficial to health and address the problem of obesity in children. The survey was conducted by Gardens School of Sonoma County 2012: 3. Referring to all of the above description it can be seen that there are many benefits as well as the very useful purpose for the future of not only the students but the entire community and even the world will receive the impact of the garden based learning strategy. It is inconceivable if we left the gardening activities, no longer grow any dietary needs. If humans only rely on technology for the future, it is conceivable that there will be no food available, food runs out. Even worse in the absence of human consciousness to maintain natural conditions. Then it would appear a condition of a global problems or permanent destruction of the earth.

C. Cultivating

the Early Childhood Environment Awareness Through Garden Based Learning GBL Strategy Gardening activities give children the opportunity to practice how to be patience, fostering responsibility, build emotion and empathy. Through an understanding of the process of growing crops, can stimulate children‘s learning cognitive aspects related to natural phenomena and the cycle goes on living creatures Herdianing and Syarief, 2014. Surya 2007: 103 described that the functions of the park is to create a garden in the kids; everyday environment apart from providing fresh air and views are also useful for children to see the sights with the background of plants due to natural state of relaxation that can be realized with a great view. Green plants and flowers give a sense of life and comfort and increase the knowledge for children. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 250 Not only that, but that the school garden also serves as a natural context for learner-centered pedagogy, enabling educators to develop curriculum that includes all the components necessary for a more meaningful learning outcomes Subramaniam, 2003: 6. Similar opinion was expressed by Nimmo, J Hallett, B 2008: 2 that they saw the park as a play environment where children can create a new world that use sensory elements of the natural environment to create drama and fantasy. By the existence of the park, they will be curious and want to investigate various types of plants. Alexander, et al. 1995: 113 said that all the children respond with a sense of fun to enjoy the presence of the park. Benefits of the garden is used both as a reward for their hard work during the school day as well as a supplement to the curriculum. Children must learn to work as a team to complete all the necessary tasks such as weeding, watering, and fertilizing. They also learned the importance of maintaining and caring for the garden. Explanation above can be interpreted that through gardening activities using garden based learning in which the activities were conducted children like planting, fertilizing, watering, treat or perhaps harvesting of crops will bring the childs desire to keep the crops they had planted, it is the thing which raises awareness to maintain the natural environment so that future children do not do the destruction of the environment and natural surroundings. Conclusion Many people are aware that garden-based learning is in order to provide power for the development of children and adults. Apparently many benefits gained by the children through this learning such as helps them to optimize the aspects of child development, instilling the awareness to utilize and conserve the environment in children who eventually useful for the continuity and safety of the earth globally. It can be seen that there are many benefits as well as the very useful purpose for the future, not only for the students but also the entire community and even the world will receive the impact of the garden based learning BGL strategy. It is inconceivable if human left the gardening activities, no longer grow any dietary needs. If humans only rely on technology for a future, it is conceivable that there will be no food available, food runs out, the issue of health or nutrition. Even worse in the absence of human consciousness to maintain natural conditions. Then it would appear a condition of a global problems or permanent destruction of the earth. References Alexander, North Hendren. 1995. Master Gardener International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 251 Classroom Garden Project: An Evaluation of the Benefits to Children. Our Lady of the LakeUniversity San Antonio, Texas. Children‟s Environments 122, June 1995. Andi. 2010. Taman Sekolah. [Green Idea Blog Festival 2010 Online]. Diakses dari penghijauansekolah.blogspot. com201003 Blair, D. 2009. The Child in the Garden: An Evaluative Review of the Benefits of School Gardening. Journal Of Environmental Education. Winter 2009, Vol. 40, No. 2. 15-38 Capra, F. 1999. Ecoliteracy: The Challenge For Education In The Next Century. Liverpool Schumacher Lectures 20 Maret 1999. Center For Ecoliteracy. 2522 San Pablo Avenue. Berkeley, California 94702 Desmond, Grieshop, Subramaniam. 2004. Revisiting Garden- Based Learning in Basic Education. FAO and UNESCO-IIEP2004: International Institute For Educational Planning. ISBN:92-803-1251-0 . 5-42 Fadlillah, M. 2014. Desain Pembelajaran PAUD: Tinjauan Teori Praktek. Jogjakarta: Ar-Ruzz Media Henniger, M. 2013. Teaching Young Children: an Introduction; 5 th Editioan. Library of Congress Cataloging-in Publication Data: Pearson Herdianing dan Syarief. 2014. Desain Sarana Berkebun untuk Anak Usia 4-6 Tahun. Journal Tingkat Sarjana seni Rupa dan Desain. HFSSGH. 2012. Growing School Learning Gardens: A Summary Statevide School Garden Survey. Hawai Farm to School Garden Hui. Hidayatulloh, M. 2012. Conserving Farming Enthusiasm of ―Golden Age‖ Generation through Agricultural Approaches in Early Childhood Education. Program State Islamic High School STAIN of Salatiga Central Java Indonesia. Hughes, A.G Hughes E.H. 2012. Learning Teching; Pengantar Psikologi Pembelajaran Modern. Bandung: Penerbit Nuansa. Kohen, W. The Impact of Garden- Based Learning on Student Health and Nutrition. Introduction by Whitney Cohen - Education Director, Life Lab Science Program. Kostelnik, et al. 2007. Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education - 4 th ed. Columbus, Ohio: Pearson Merrill Prentice Hall Lohr Mims. 2005. Children‘s Active and Passive Interactions with Plants Influence Their Attitudes and Actions toward Trees and Gardening as Adults. Journal Youth in Horticulture. Juli- September 2005 vol 153. 472-476. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 252 Maltese, C Zimmerman, T. 2015. A Garden-Based Approach to Teaching Life Science Produces Shifts in Students‘ Attitudes toward the Environment. International Journal of Environmental Science Education. 2015, 101, 51- 66. Mariyana, dkk. 2013. Pengelolaan Lingkungan Belajar Edisi Pertama. Jakarta: Kencana Prenada Media Group Morrison, G. 2012. Dasar-dasar Pendidikan Anak Usia Dini Edisi Kelima. Jakarta Barat: PT Indeks Mursid. 2015. Belajar dan Pembelajan PAUD. Bandung: PT Remaja Rosdakarya. Mustaqim, M 2012. Meningkatkan Hasil Belajar Siswa Melalui Pemanfaatan Lingkungan Sekitar Sekolah Sebagai Sumber Belajar Pada Kelas VII F SMP Muhammadiyah 1 Surakarta Tahun Ajaran 2011-2012. Juornal Fakultas Keguruan Dan Ilmu Pendidikan Universitas Muhammadiyah Surakarta. Nimmo, J Hallet, B. 2008. Childhood in the Garden. A Place to Encounter Natural and Social Diversity. National Association for the Education of Young Children.1-8. Putik, Retnosari. 2012. Pembelajaran Berbasis Kegiatan Pertanian Dalam Mengembangkan Kecerdasan Naturalistik di Taman Kanak-Kanak Mutiara Hati. Kampung Nyalindung, Desa Sukamantri, Bogor, Jawa Barat.Jurnal Pendidikan Anak Usia Dini. Vol 6, No. 2 2012. Sari, Rahayuningsih, Nugroho. 2012. Pemanfaatan Kebun Sebagai Sumber Belajar Dengan Menerapkan Pendekatan Belajar Alam. Journal UNNES. SGSC. 2012. A Survey of School Gardens in Sonoma County, California. March 2012. Subramaniam, A. 2003.Garden Based Learning Considering Assessment From A Learner- Centered Approach. University California, Davis. ______________. 2002. Garden- Based Learning In Basic Education: A Historical Reviewi. Journal Monograph Universty of California. Summer 2002. Suyadi Dahlia. 2014. Implementasi dan Inovasi Kurikulum PAUD 2013: Program Pembelajaran Berbasis Multiple Intelligences. Bandung: PT Remaja Rodakarya. Thorp, L., Townsend, C. 2001, December 12. Agricultural education in an elementary school: An ethnographic studyof a school garden. Proceedings of the 28th Annual National Agricultural Education Research Conference in New Orleans, LA 347-360. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 253 Waliczek, T Zajicek, J. 1999. School Gardening: Improving Environmental Attitudes of Children Through Hands-On Learning. Journal Horticultural Research Institute HRI. Department of Horticultural Sciences, Texas AM University College Station, TX 77843. 174, 180-184. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 254 Socio-Cultural Values of Early Childhood Parenting Ethnographic Research on Bugis Makassar South Sulawesi Muhammad Akil Musi 1 , Syamsuardi 2 Faculty of Education, Makassar State University akrimnayahoo.co.id 1 , ardisyamsuardigmail.com 2 Abstract Socio-cultural values of the Early Childhood Parenting Ethnographic Research on Family of Bugis Makassar in South Sulawesi. This research aimed was to determine the socio-cultural values of early childhood parenting in families Bugis Makassar. The study was conducted in the form of ethnographic studies by focusing on the care of children in a family environment. Data collected through participant observation, interviews focused, and documentation of ethnographic records. The data were then analyzed using a model of the domain analysis and time series. The results showed that the family Bugis Makassar South Sulawesi still adhere to a number of socio-cultural values of care as the values considered important to be preserved and handed down in early childhood parenting. Keywords: social-cultural values, early childhood, ethnography, Bugis Makassar Introduction Education is a shared responsibility between families and government communities. So parents should not assume that a childs education is just the responsibility of the school. Parents as the first and principal environment in which children interact as the oldest educational institutions, which means that this is where the beginning of a process of education. So that parents act as educators for their children. Family environment is also said to be the most important environment, because most of the lives of children in the family, so education is the most widely accepted is the child in the family. Families as social groups are influenced by the context around them and family relationships and parent-child interactions are each influenced by cultural context. Depending on the culture therefore there are differences in child rearing practices. It has also been suggested that if parenting behaviour is consistent with socio-cultural values then children in that culture will accept it, and if certain goals or expectations or attributes are preferred more in one culture compared to another then parents will likely place more emphasis on those particular attributes that are preferred in their culture for their children to acquire. The implication here is that the culture in which one International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 255 lives will likely impact on the particular type of parenting style that one uses or practices Cigoli Scabini, 2006. The contribution of family and parental variables to adolescents‘ value acquisition has been a subject of interest for the scientific community Schwartz et al. 2010. A large body of studies points to family relational climate and parenting practices as operative mechanisms in the formation of children‘s values and the familial transmission of values. Positive parenting, which is characterized by parental practices embedded in affect, support and discipline focus, seems to be strongly associated with family relational climate, namely, cohesion, conflict management and expressiveness Kolak and Volling 2007, Stattin et al., 2011. Family relations play an essential role in value transmission, as families select and emphasize the values that better contribute to the maintenance of family identity Trommsdorff, 2012. The topic of familial transmission of values, namely the roles of parental practices and of family relations on adolescents‘ values, has not been sufficiently investigated Roest et al. 2009. This topic deserves additional investigation for several reasons, which are highlighted below. In this regard, Morrison 2008 argues that the family should be able to deal with the ongoing changes in value. Changes in value that took place will stimulate new needs in the way of family or themselves each family member. Family functions as a center for forwarding the norm taking the child will recognize and appreciate the social and socio-cultural values that apply to preparing children born to become civilized creatures. Departing from the various analyzes and as scrutiny of the above, it is necessary to do research and study on the socio-cultural values of early childhood parenting in families Bugis Makassar in South Sulawesi. Determine on Bugis Makassar family as the object of study is based on several reasons namely Bugis Makassar is the largest tribe in South Sulawesi is known as a strong community because challenging accustomed to life with the philosophy of life that upholds the social and socio-cultural values. Socio-cultural values is seen as important values that guide the lives of a group or society. This is in line with the concepts put forward Rudy Grusec, 2001 which says that the concept of socio-cultural values as a system that contains the values that are important in human life. The values that are considered important this becomes able to regulate and control the pattern of life, especially in relation to one human to another. According Lou Lu et. al 2010: 28 described in a study on International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 256 socio-cultural values and happiness of looking at major force in determining the conception of happiness and with all its consequences. Similarly, Schwartz 2006: 14 defines the value of culture as devices that shape and able to justify the confidence of individuals and groups regarding the measures, and the achievement of life goals as a guideline to approach the norm in a life. Holden 2009: 102 argue that the culture is an abstract values that govern how an individual collected as groups and communities. Socio-cultural values are also used to establish a link between the present and the past has been a political, ethnic, and linked to other ways of living together. As used in this typology, the value of culture as a symbolic reference to the shared meanings associated with what has been handed down mainly meaning or value of something Perioste, 2015. Socio-cultural values have a number of orientations that examines how people in a culture in action by looking at the past, today and future. According Galinha et. al 2012, there are some six socio-cultural value orientation, among other things: First, the problem of the nature of human life in which humans live cultures looking at a bad thing and should therefore be avoided or customize it to be good. These views were greatly affects insight and meaning of life as a whole. Instead many cultures that found life was good if done correctly. The concept of parenting is the ability and durability of a family or household and the community to give attention, time and support to meet the needs of the physical, mental, social and children who are in a period of growth as well as for other family members McQuilland Coleman, 2007: 137 . Family is the main instrument in the life of an important part in shaping and determining the childs life. Therefore, parents should support and do an effective and constructive when caring for children in times of growth and development Friedlmeier Friedlmeier, 2012. The effectiveness of care must be supported by the entire family through forms of discipline of parents and families. Besides, it takes a strong relationship between parents and children. The relationship can be manifested in the form of effective communication and emotional relationships and motivation Brofenbrenner , 1986. Thus we can conclude that parenting includes diverse activities intended for children to develop optimally and can survive well. The principle of parenting is no emphasis on who actors, but more emphasis on the activities of the development and education of children. Therefore care includes physical care, International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 257 emotional care and social care, where the role of parents in the family has a very important meaning in developing the childs life. Before discussing a glimpse of the culture of the Bugis-Makassar, first described the linkage word Bugis and Makassar. Ethnic Bugis and Makassar are two of the four major ethnic groups residing in South Sulawesi. In essence, the culture and way of life of the Bugis are generally the same, and in harmony with the culture and way of life Makassar. Therefore discusses Bugis culture is difficult to remove with a discussion about the culture of Makassar. This is in line with the views of Abdullah 1985: 129 which says that the family system or the kinship of human life and human Bugis Makassar, it can be said there is almost no difference. Further stated that the two groups of this tribe Bugis and Makassar is basically a cultural unit. Therefore, social and socio-cultural values prevailing in the Bugis family, also applies to the tribal family Makassar. Studies Relevant Studies relevant to this research are among the research Stattin, H., Persson, S., Burk, W. J., Kerr, M. 2011 who found that educational social and socio-cultural values in shaping social values of children is important that children have a strong social competence. Education social and socio-cultural values play an important role in efforts to achieve the whole childs personality and can be a strategic tool in counteracting the negative effects on children. Research on socio-cultural values and cultural characteristics ever conducted by Watson 2002 concerning the difference between the value of culture in New Sealand New Zealand and in the United States. These findings reinforce previous research conducted by Wosinska 2001 . In America in general is more concerned with the value of conservatism than in New Zealand. When examining how differences in socio-cultural values associated with the property, for respondents from both countries regard as an important and yet, though it seems the same, but there are differences in perspectives toward wealth. This study found a fact that in the perspective of socio- cultural values turns out Americans are more concerned for the value of the individual, on the contrary, people are more concerned New Zealand intermingling or more open. Uttal 1988 in his research on socio-cultural values, beliefs parents as well as childrens achievement showed that parents in China who insists on his achievement. The conclusion that parents are making a high standard so that children in China fail to meet the expectations of parents. It turns out that the extrinsic motivation is precisely to give effect to encourage childrens performance International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 258 in China to take the exam at school. Extrinsic motivation in the form of awards play a role in the values of Chinese parents communicate with their children. Socio-cultural values in China seems to instill children with a belief system that focuses on internal objectives. The results of this study indicate that the difficulty in an attempt to characterize China or other Asian philosophy on education, achievement, and intelligence with the analysis come from Western psychology. Research Method The method used in this study is an ethnographic study. Citing the views Spradley 1980 that an ethnographic study is a qualitative research approach which aims to explore the cultural phenomenon in a context by using various data sources. This ensures that the issues are not explored by the view, but rather a variety of perspectives conducted to reveal aspects of the phenomenon that wants to be known and understood Malinowski, 1960. The informant in this study is the key informants and informant support. Key informants selected by purposive sampling corresponding feasibility considerations and purposes of the study, which is the case of three families Bugis Makassar in Bone regency, Soppeng, Takalar and Makassar. While supporters informants are people who are considered worthy to provide information related to the purposes of research, such as community leaders, religious leaders, educators, and government officials. Data collected through observation participation, focused interviews, and documentation of archival footage. In this study, analysis and interpretation of the data used is the domain analysis model as proposed by Spradley 1977. Furthermore, to ensure the validity of data, examination of data credibility, transferability, dependability and confirmability and triangulation as well as focus group discussions. Result and Discussion 1. Application of Socio-cultural values in the Family of Bugis Makassar Socio-cultural values in the process of parenting are considered important in a family environment. Socio-cultural values are shown in Table 1 below: Table 1. Socio-cultural values of parenting in the family Socio-cultural value in Bugis Makassar Meaning Value Siamasei Affection Siraga-raga Loving Sipetangngari Respect International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 259 Situngkasipatuo Caring Sijampangisipatokkong Nurturing Sisenge mutually remember each other Source: Analysis of the findings of the study, in 2015. Based on Table 1, showed that Bugis Makassar community has a number of socio-cultural values and educational upbringing in a family that values meaningful siamasei affection or love each other. This socio-cultural value is essentially emphasized the need for love, affection and loyalty to the care of the family. The meaning of love and compassion in the care of a study conducted by Gerhardt 20090 are emphasized that the love and affection become very important in a childs life. The next value is siraga-raga that literally means love. In terms of more meaningful siraga-raga means of mutual sacrifice and closeness to one another in the concept of parenting. The meaning of love is the mirror of happiness in ones life. Similarly, in a family. Faithfulness means happiness that is so very deep, the ship sailed home. Happiness so meaningful precisely not in the fun, but when his family being tested or have a problem. The power of love because it will be able to go through all the pain, the burden in joy and sorrow, to live together in the family in child care. Characteristics of a strong family in child care next is sipetangngari. In etomologi this word means mutually put in place. The sense is that a person must be regarded as appropriate. This is because the value of humanizing each other because of their respect respectful. Research Akabas 1990: 12 written in Respectful Parent - Child Respectful reinforces that if parents do care in an atmosphere of respect it will have an impact on the birth of a child respect. Therefore, in order to establish an atmosphere of harmony in the family members in the family then the relationship must be created in a relationship that is respectful. Mentioned that strategy to maintain the stability of respect in the family needed a consistent and continuous manner. The findings next value is called sijampangi each take care of one another. Socio-cultural values it emphasizes the need to give attention and time in terms of upbringing and education of children. Children who received less attention, which means in their lives tend to feel alien and alienated. As a result, sometimes children do compensated or her own actions are considered as retaliation. The next value is sisenge‟ that recalls meaningful language and always remembered. Further International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 260 understanding of this mean value sisenge always look or glance, and not ignore. The value of parenting is manifested in the form of attention and sympathy. In a parenting then the value of attention can not be ignored. Meaning the value of this culture is that in the family takes the form of caring for each other. Cohen et.al 2012 argues that the attention will give the effect of consciousness, but it is further concern mentioned was strongly influenced by the perception of someone in judging something is perceived. Values in the family as found in Makassar Bugis community are values that are significant in the context of family education Makassar Bugis community was also mentioned that in order to support the childs learning process, it is a very important strategy is to develop partnerships and commitments. Partnership parents is an absolute must, especially in the context of ethnic diversity of ethnic backgrounds in child education program Zhang Ingersoll: 2007. Thus the family values as socio- cultural values are seen as an important value in the context of the Bugis Makassar family education is a thing that supports the achievement of childrens education. Yi and Chang 2004 asserts that family behavior patterns, beliefs, values, and emotional reactions can be observed through the generations and are passed on to subsequent generations. Emotional bonding system family consists of two power between, individuality and togetherness. Individuality refers to an individual and a persons ability to function independently, while togetherness refers to the emotional closeness and agreement. 2. Parents Behavior In Parenting Perspective of Socio-cultural values Parents fathermother in Bugis Makassar families continue to demonstrate the performance behavior in accordance with the socio-cultural values that are important implanted as a process of education and upbringing as shown in Table 3, below: Table 2. The main value in the family Main value i n Bugis Makassar family’s Mean Value Sabbara Patience Lempu Honesty Sitinaja Feasibility Getteng Firmness Source: Analysis of the findings of the study, in 2015. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 261 Based on Table 2 above shows that in the implementation of child care in the Bugis Makassar uphold socio-cultural values as the value that has been crystallized in peoples lives is universal. Socio-cultural values sabbara literally means patience or take lessons from an event and take thankfully. Furthermore, this value can be interpreted as an attitude that is always to be patient and try to take forward the value of wisdom or positive thoughts positive thinking. Embodiments of the value of patience and find wisdom behind an incident is caused by the birth of a positive mind towards an event or events. Naseem and Khalid 2010: 44 in his research on positive thinking asserts that positive thinking is very closely related to human psychology in which they form is done by eliminating suspicion or negative thoughts in man. It is further mentioned that the implications of this positive thinking will give birth to balance yourself emotionally and affects a person in the act and behave. Sabbara value as the value in the Bugis Makassar appears to indeed be a phenomenon into human character Bugis Makassar. Value lempu literally means honest. The value of honesty is a value that highly upheld in traditional community life such as the Bugis Makassar. Embodiments of the value of honesty in research Somanathan and Rubin 2004: 1-17 need to be disseminated through habituation and modeling in an environment where parents always called hide dishonesty. Furthermore, it was found that if children are taught early the value of honesty then will lasting and durable in the pattern formation of the childs behavior. Honesty value through socialization will evolve in line with the efforts of parents in shaping childrens personalities are honest in life. Further found that socio-cultural values named getteng or firmness firmness. This value is meaningful language did not waver or unchanged. In a further understanding. Getteng meaningful as a manifestation of the values that are not easily changed or firmly in principle considered to be true. The value of persistence or compliance by the Bugis Makassar in the context of parenting is to teach children to have principles in life. 3. Methods of Education Socio- cultural values in Parenting In terms of growing methods of socio-cultural values in education and childcare in the Bugis Makassar there are a number of methods as shown in Table 3 below: Table 3. Methods of Education Socio-cultural values in Parenting International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks

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Methods of Education Mean value Akkacuereng Modelingexemplary Abbiasang Habituation Pangaja Advice Source: Analysis of the findings of the study, in 2015. Based on Table 3 above shows that there are a number of methods of cultivation in internalize the socio-cultural values in parenting and early childhood education. Akkacuereng literally means emulated or imitated, was in significant terminological exemplary values or things to be imitated. This exemplary value according to the conception of Islam as the source of the concept of a Muslim as well as the Bugis Makassar makes the concept of role models as one of the methods in educating children. Modeling your own behavior to provide a consistent, positive example for your child. It‘s a bittersweet statement for a parent to hear. On the one hand, it‘s touching to have your child look up to you in this way; on the other, being a role model comes with great responsibility Guttmacher, 2001. The next socio-cultural value is abbiasang or habituation. Schoner, Thelen 2006 explains that there are many psychologists who know about the babys perception and cognition are based on habituation, but the process itself is still poorly understood. In his research, about the visual dynamic simulated baby with a feature known as habituation. Habituation is seen as familiarity and novelty effect of birth because of the intensity of the stimulus. White Matawie 2004 says that, to change the social norms that is not good is difficult and for that we need the exposes community through message norm to change the behaviors that are considered negative through an approach that is done by repeatedly and intensive. The next conception as part of the conditioning and the habit is the custom value. Seong Kim 2013 says that one of the systems of social control in public life in outline governing community complexity is customs. It was the complexity of behavior that contains ideals, norms, establishment the principle of beliefs, attitudes rule of law, legislation and so that drives human behavior. This latter conception is called Tradition. Like many academic terms tradition is seen as the accepted common sense and included in scientific studies. The term tradition is often used in a descriptive way, while sometimes required to generate events or history. Tradition is considered by conservatives consists International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 263 of accumulated wisdom that should emerge organically from the experience in the form of trial and error. Tradition is seen as a network of beliefs people who inherited and embraced and respected. Tradition is a way of life with the awareness models look past that used insider identity development. Inheritance by defining in terms exemplifies objectification. Is the discovery of a symbolic building. Tradition is selfconscious As a category, which created., Invent tradition is not the whole thing, but rather, a dynamic content and interpretation. In this case a tradition, but a priori models that make up the experience for individuals and groups are constantly changing due to the process of forming the next. So the tradition is a reflection of the quality, which is of constantly undergoing modification of dialectical discoveries Edden, et. al, 2011. So the concept of habituation therein include habits, customs and traditions are more oriented to the good values. In the sense that habituation is only done on the job a positive and valuable and meaningful that can bring benefits and aims for humans. It is significant of these was custom or tradition which contain legal rules governing how to do a favor or tradition bequeathed noble values that contain the truth. The next value is pangaja or advice. Value is the delivery of messages worth kindness both orally and in writing as moral messenger delivered either directly or indirectly. The essence lies in the advice of a good message. So if there is anything events sometimes meaningful advice and tried to take the lessons also called wisdom. So conception advice as one of the methods in the education of children. Pangaja is conception in the context of the pangaja same meaning in the context of pangaja in Bugis Makassar community. Conclusion Based on the findings of the study and discussion of the few things that the Conclusions of this study are as follows: 1. Application of socio-cultural values in the process of parenting are considered important at the family environment in Bugis Makassar is siamasei affection, siraga-raga loving, sipetangngari respect, situngka or sipatuo care, sijampangi or sipatokkong nurturing and sisenge mutually remember each other. Socio-cultural values are thus need to be excavated and preserved as values that is very noble that can not be ignored in the education and care of early childhood parenting. 2. Some of the patterns of implementation of the core values as socio-cultural values highly the care of children in the International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 264 family Bugis Makassar include sabbara patience, lempu honesty, sitinaja feasibility and getteng firmness. Socio- cultural values should be applied in the care of children in the family as a manifestation of awareness of parents in preserving the socio-cultural values that have been practiced by people before. 3. The method used in instilling socio-cultural values by the Bugis Makassar include akkacuereng modeling exemplary, abbiasang habithabituation and pangaja advice. Therefore, the need to adopt socio-cultural values such as planting model of socio- cultural values in the education and care of young children. References Brofenbrenner, U. 1986. Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723 –742. Cigoli, V., Scabini, E. 2006. Family Identity: Ties, Symbols, and Transitions. New Jersey: Lawrence Erlbaum Associates. Cohen, Michael A. et. al. 2012. The Attentional Requirements of Consciousness. Trends in Cognitive Sciences. Vol. 30 10, 1-7 Edden, Natalie. 2011. A Study Investigating the Cultural Traditions and Customs of the Romani Community in Gorton. Manchester: The University of Manchester Friedlmeier, M., Friedlmeier, W. 2012. Relative contribution of mothers and fathers to adolescents‘ values in Romanian families. Cognition, Brian, Behavior: An Interdisciplinary Journal, 16, 239 –264. Galinha, I. C., Oishi, S., Pereira, C., Wirtz, D., Esteves, F. 2012. The role of personality traits, attachment style, and satisfaction with relationships in the subjective well-being of Americans, Portuguese, and Mozambicans. Journal of Cross-Cultural Psychology, 44, 416 –437. Gerhardt, Sue. 2009. Why Love Matters: How Affection Shapes a Baby‟s Brain. Article is based on A Verbal Presentation Given to The Quality of Childhood Group in the European Parliament. Guttmacher, M.D. Alan E. 2001. Adventure in Parenting. Rockville: National Institute of Child Health and Human Development. Holden, John. 2009. Capturing Socio-cultural value: How Culture Has Become A Tool of Government Policy. London: Demos Published. Kolak, A. M., Volling, B. L. 2007. Parental expressiveness as a moderator of coparenting and marital International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 265 relationship quality. Family Relations, 56, 467 –478. Lou Lu et. al. 2010. Socio-cultural values and Happiness: An East –West Dialogue. The Journal of Social Psychology, XII 4, 477-493. Malinowski, Bronislaw. 1960. A Scientific Theory of Culture and Other Essays. New York: Oxford University Press. McQuillan, Mark. K. Coleman, George A. 2007. A Guide to Early Childhood Program Development. Capitol Avenue, Hartford: State of Connecticut State Board of Education. Morrison, George S. 2008. Fundamentals of Early Childhood Education. New Jersey: Pearson Prentice Hall. Naseem, Zarghuna Khalid, Ruhi. 2010. Positive Thinking in Coping with Stress and Health Outcomes: Literature Review. Journal of Research and Reflections in Education. IV 1, 42-61. Prioste, Ana. et. al. 2015. Family Relationships and Parenting Practices: A Pathway to Adolescents‘Collectivist and Individualist Values?. New York: Springer. Roest, A. M., Dubas, J. S., Gerris, J. R. 2009. Value transmission between fathers, mothers, and adolescent and emerging adult children: The role of the family climate. Journal of Family Psychology, 23, 146 –155. Rudy, D., Grusec, J. E. 2001. Correlates of authoritarian parenting in individualist and collectivist cultures and implications for understanding the transmission of values. Journal of Cross-Cultural Psychology, 32, 202 –212. Schwartz, S. J., Weisskirch. et al. 2010. Communalism, family, and filial piety: Are they bird of collectivist feather?. Cultural Diversity and Ethnic Minority Psychology, 16, 548 –560. Schoner, Gregor Thelen, Esther. 2006. Using Dynamic Field Theory to Rethink Infant Habituation. Psychological Review by the American Psychological Association, XIII 2, 273-299. Seong, Marie Kim Hak 2013. In the name of Custom, Culture, and the Constitution. Texas International Law Journal. Vol. 48 3, 56-67. Somanathan. E Rubin, Paul H. 2004. The evolution of honesty. Journal of Economic Behavior Organization, LIV 2004, 1 –17. Spradley, James. P. 1971. Anthropology: The Cultural Perspective. New York: Wiley ----------. 1980. Participant Observation, New York: Holt Rinehart Winston. Stattin, H., Persson, S., Burk, W. J., Kerr, M. 2011. Adolescents‘ perceptions of the democratic functioning in their families. European Psychologist, 16, 32 –42. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 266 Trommsdorff, G. 2012. Cultural Perspectives On Values And Religion In Adolescent Development: A Conceptual Overview And Synthesis. In G. Trommsdorff X. Chen Eds., Values, religion, and culture in adolescent development. New York: Cambridge University. Watson, John. 2002. Socio-cultural values and Important Possessions: A Cross- Cultural Analysis, Journal of Business Research, Vol. 55 11, 923-931. White, F. A., Matawie, K. M. 2004. Parental morality and family processes as predictors of adolescent morality. Journal of Child and Family Studies, 13, 219 –233. Wosinska, Wilhelmina. 2001. The Practice of Social Influence in Multiple Cultures, New York: Lawrence Erlbaum Inc. Yi, C., Chang, C., Chang, Y. 2004. The intergenerational transmission of family values: A comparison between teenagers and parents in Taiwan. Journal of Comparative Family Studies, 35, 523 –545. Zhang, J., Norvilitis, J. M., Ingersoll, T. S. 2007. Idiocentrism, allocentrism, psychological wellbeing and suicidal ideation: A cross cultural study. Journal of Death Dying, 55, 131 –144. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 267 Developing an Interactive Media through Flash for Kindergarten in the Academic Year of 20132014 Luluk Alawiyah Program Studi Pendidikan Agama Islam PAI Fitk Unsiq Wonosobo Central Java Email: luveehoneygmail.com Abstract The use of the interactive media is important to support teaching and learning process. It also help the teacher and the students in getting better achievement in teaching english for a kids. This aim of this study were to find out what media is needed and how it gave significant progess in teaching learning process. This study is presented the developing flash media for enchancing kindergarden‟ English skill. The result found that the mean of pre-test was lower than the post test. The critical value with the degree of freedom 19 at the 5 alpha level of significant is 2.093. The observed t-value is higher that critical value 2.88 2.00. It means that there is a significant difference after using flash media in teaching English. Based on the students and the teacher‟s perception which gave possitive responses on the Flash media and the result of calculating students‟ work, it can be concluded that the Flash media is effective and can be used in teaching learning English in Kindergarten. Keywords: flash; media; Introduction English is one of the international languages used as a means of communication which is used in many countries. It is basically a means of both oral and written communication. So it is very important for people working in global era. In Indonesia, for example, English as the first foreign language has been given a special attention and role especially in education. This is why the Indonesian government chooses English as the first foreign language to be taught at the formal schools Ramlan, 1992: 3. English is introduced as a compulsory subject to be taught from the seventh year of high school up to the twelfth year of students and as a local content subject at elementary schools. TEFL in Indonesia has changed from time to time based on what curriculum is used. A curriculum may change once in five years or once in ten years. Now we use 2013 curriculum. As stated in school based curriculum 2006:36 the purpose of English language teaching education are to develop student‘ competence in spoken and writing communication, to reach the informational literary level in which International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 268 the students can understand the importance of English, their understanding of relationship between culture and language. There are four skills that have to be supported by English component such as grammar, vocabulary, fluency, content and spelling. Those four skills are listening, speaking, reading, and writing. The teacher should teach those four skills so that the student can master all these four language skills. Because of it, some efforts have been done to solve the problem. Kreidler 1965:34 also suggests that if visual aids are to help a teacher write the tasks of teaching a new language, they must be suitable for the classroom situation in which the teacher to achieve the instructional goals of teaching and learning process and they can be easily found in our daily lives. An effective learning material is required to solve the problems in teaching. Unfortunately, the availability of the materials sometimes cannot fulfill the students‘ need and motivation to learn. However, many teachers still depend on the material presented in available textbook or worksheet. The teacher needs to improve learning material which do not only improve the student‘s mastery of English but also develops student s‘ motivation in learning English especially speaking skill. It should be able to attract the students‘ attention and make them more creative and active in learning process. The students‘ involvement in the classroom activities hopefully is increased by the use of it. Moreover, the students are able to solve their problems concerning with their learning by using an effective learning material. An attractive learning material will probably make a difference in the classroom. The international Reading Association 2000 reported that making a difference in the classroom means making teaching different. Flash media can be a good option to make teaching different. Every level of education can used this media in delivering the learning material. Flash consist of audio and video so that the students can enjoy the teaching learning process. Research Method One of the popular research approaches today is R D which is have closed relationship to the field of instruction technology since 1960s and 1970s. Research and development also refers to the industry research development and business development. The basic aims of education research were not only to develop product, but also to discover the knowledge through basic research or to answer specific question about practical problems through applied research Borg and Gall, 1983: 772. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 269 According to the purpose of R D research, the writer decided that the approach which is appropriate with this study is educational R D. research development which so called Research- based development is a current approach in education research. Borg and Gall 1983 define Educational R D as a process to develop and validate educational product. Educational R D nowadays, become famous along with the need of educational to develop products in enhancing the educational quality although more difficult and consuming time. Product refers to not only material subjects, such as textbook, instructional films, and so forth, but also refers to the constructed procedures and the processes such as the material of teaching or method for organizing instruction. Further, validation process was conducted toward each of the flash media aspects. Totally were three experts were asked to validate each of substances material aspects. The two experts; Dr. Abdurrahman Faridi, M. Pd and Prof. Warsono Dip. TEFL, M. A, lecturers of English Postgraduate program Of UNNES, and Laras, S. Sn, an IT programmare were asked to validate the subtances material aspects, and multimedia aspects. This method was utilized in the process of administering in the validation and piloting process in order to provide evaluation and feedback upon the interactive multimedia developed. Finally, it was applied in order to reveal the users‘ perception toward the multimedia. It covered validation questionnaire of the substance material, validation questionnaire of the multimedia design aspect, validation questionnaire of the visual communication aspect, the media quality aspect, and the questionnaire of the users‘ opinion. Results and Discussion In developing the interactive multimedia of English learning, it was begun from the need of analysis stage. Basically, this stage was intended to get the initial data and the need of the teachers and students in teaching and learning process. By doing the need analysis, the interactive multimedia was developed based on the situation and condition faced by the students. At the early stage, the writer analyzed standard of competences and basic competences should be achieved kindergarden students. Consequently, the teachers should create and set the interesting media which may best facilitate the students to acquire that skill. In order to get much information, the writer held the interview and gave questionnaire toward the teacher. It can be drawn that in teaching and learning process, the teacher and the students faced International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 270 some problems. The basic problem arose in the teaching and learning process was the students did not get the idea to share. The activities for writing are adequately available. In addition, the teacher tended to use the materials monotonously because interactive learning strategies are not provided. Considering the previous analysis, the writer tried to solve the problems by developing the interactive multimedia for teaching English. It is supposed to facilitate the teacher and the students in teaching and learning process. It should be fun, various, and challenging media. Thus, the ultimate objective of the study is to develop interactive multimedia which is intended to teach English for kindergarten. The writer focused on Adobe Flash as the interactive media. Because using flash media the material could consist of audio visual, animation, even games. So that, the students can use it easily and attractively. In developing the product the writer did some stages to make it better. The first stage was developing the product based on the result of need analysis. The next stage was expert validation. This step did to get comments and suggestion from the experts of the curriculum and media. The writer hoped by doing the validation the product would be perfect and suitable for the students and the teachers. Revision done after getting some comments and suggestion from the experts. The next step was main testing to find out the effectiveness of the flash media. In designing the multimedia based materials for students of kindergarten, it was necessary to construct the materials and tasks based on the content standard consisted of Standard of Competence, Core Competence, materials that would be taught, language Skill, and the number of meeting were considered with the relationship of the curriculum, and also the syllabus has been existed. Considering that the material based on the newest curriculum, curriculum 2013, so the writer should also design the material based on it. The interactive media consisted of texts, images, animations and some games. The materials of the interactive media of descriptive writing material were almost the same at the students‘ book. It was created on the Compact Disk CD. The validation product was conducted before applying the media in the field. The goals were determining the relevance of material toward the media, objective, the experts validated the media on the content, vocabulary and structure, exercises, suit to curriculum, suit to the students, suit to the teacher, the design and visual of the media. There were three experts validator. The first International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 271 and the second validator are lecturers who competence in designing curriculum and multimedia for English. The third validator is an IT expert. They gave suggestions and comments in product of media. The goal was to give assessment toward media so it was more effective as teaching and learning media. The average of the experts on “welcome to namex planet” was 3.3 for the subject, 3.2 for the vocabulary and structure, 3.6 for the exercises, 3.3 for the suit to curriculum, 3.4 for the suit to the students, 3.1 for the suit to the teacher, 3.5 for the design and 3.4 for the visual of the media. The result of the expert validation were excellent. There were no expert judged that the flash media under adequate. Therefore, the product needs to be redesigned. The judgement and suggestions from the experts were used to make some revision to the product. After getting validation from the experts and multimedia expert and doing revision of the product, the writer conducted the try out for twice in a week. Each meeting took two hours of meeting 2 x 40 minutes. The trying out was conducted on 10th – 11th of June 2014. It was done to find out whether the media was effective or not the writer did main field testing at Pelita Kindergarten Semarang. During the try out, the writer observed the teaching learning process. It was done to find out whether the media was practical and effective to teach descriptive text for kindergarten‘ students. The data obtained from the try out were divided into three parts, namely, the students‘ point of view, form the teacher‘s opinion, and from the students‘ work. The students gave responses of the media by answering the questionnaire and the teacher‘s opinion also by asking questionnaire. And the final result of the students‘ work was got by conducting evaluation to the students. They did the test related to the material given. Th e teacher’s opinions After trying out the flash media was conducted, the English teacher was given questionnaire. The teacher judged that the materials were easy to understand, easy to deliver in teaching learning process and also easy in preparing the media. He also thought that the flash media was interesting and interactive. Using a good theme and unique animation could make the students pay more attention to the media. The difficulty levels of the materials were suitable for the students. The teacher considered that the flash media helped the students to understand the materials. Result of the students’ work The students‘ score of posttest was collected after trying out the flash media. The aim in doing International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 272 that was to find out whether the flash media was effective to teach English or not. But, before having the posttest the students had been given a pretest to make sure that the good score of the posttest was really the result of the treatment of the flash media not because of the other factors. For measuring this effectiveness, the researcher applied pre experimental and post-test design. The first the students were given pre-test before giving treatment and also assessed them after giving treatment. The result of pre and posttest were calculated by certain formula. The goal was to know the result of effectiveness after and before treatment. If the second result or posttest was significantly different and influential, it means that the product was very effective and can be used as learning media in teaching and learning process in the future. The Discussion The development of the Flash media was proceded by the effort to provide the interactive media in teaching learning English. Such effort was intended to make an analysis whether the proposed materials was appropriate to the students‘ level. Even such analysis might be deeply conducted in the early stage or the need of analysis stage, it served early information to determine whether the media developed had promising prospect to develop for the intended subject of the study. Referring to the interview that further administrated to the English teacher and the students, they were revealed that the most of the students did not interest in learning English. The teacher mostly use text book in teaching English make the students got bored and uninterested. The teacher rare used some kinds of media to increase the students‘ motivation in learning english. The teacher sometimes only used a simple medium such as pictures, power point, and games in teaching english. But in teaching the teacher never used any kinds of media. The students only listen to the teacher‘s explanation. This condition makes the students got some difficulties especially for developing their ideas in learning process. It simultaneously arouses the spirit to continue developing the proposed media. The flash media ―welcome to namex planet‖ is basically a media composed by more than two media formats of texts, image, animation, audio and video which interactively functions as the self-learning software intended for the seven grade students. The development of the Flash media had been conducted through six stages: need analysis, product design, preliminary test, product revision, field test and final product. It also developed based on International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 273 the newest curriculum; scientific approach. There are six steps in the scientific approach: observation, identification, questioning, experimenting, associating, and communicating. Based on the data obtained from the expert‘s validation, they indicate that the flash media developed has corresponded positively toward all of the indicators under the intended aspect. The flash media developed is considered good toward the materials and multimedia design aspect. Dealing with the expert‘s suggestions and comments, the revision had been made. It included providing the font size bigger and should consisted cultural education. In addition, based on the students‘ post test score after implementing the flash media ―welcome to namex planet‖, it was found that there were all the students got good score and they passed the passing grade. It can be concluded that the Flash media is effective for teaching English. Moreover, the result of calculating and interpreting t – value showed that there was a significant difference between pre- test and post-test. In line with the students‘ perception, most of them gave positive responses to certain aspects, such as the materials were easy to understand, the instruction of the flash media were easy to understand, the materials and the media were interesting, and it helped in learning English. As well as the teacher who joined in the teaching and learning process also gave positive opinion related to the flash media. They considered that the material provide in flash media were easy to understand, interesting and also easy to prepare and operated. Conclusion Convensional teaching learning process that almost implemented in the classroom in Pelita Kindergarten made the students felt bored and uninterst in learning English. Only a simple media that be used by the teacher to support the teacheing learning process did not enought to increase students‘ attention and motivation. The students need an interactive media to learning English. Based on the students‘ opinion in the early stage of the study, they claimed that enjoy the learning process by using some kind of media as well as interactive media. The students need reinforcement, guidance and also model for learning English. In can be conclude that the teacher should provide interesting learning in the classroom. Thus, the writer developed an interactive medai through Adope Flash for teaching English. By using Flash media for teaching and learning English, the writer hoped the students are International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 274 interested and pay more attention in teaching learning process. In developing Flash media, the writer conducted through six stages: 1 Need Analysis, it was done in order to identify the specific skill, procedures, and the learning task in order to develpo materials which are appropiate to the students and suitable in their difficulty level. It was conducted by interviewing the teacher, giving the students questionnaire, identifying the teachers and the students‘ need in teaching and learning English, choosing the core competence and standart competence which related to the materials of Kindergarten. 2 designing of the product, in designing the product the writer paid attention to the level of the students to choose the theme and also the content of the materials to increase the students motivation in learning English. The writer was also helped by an IT expert to make the media better. 3 preliminary Test, after the Flash media were developed, they were validated by the expert both material‘s expert and multimedia‘s expert. The preliminary test was conducted in order to gain some valuable suggestions dealing with the effectiveness of the Flash media. 4 Product Revision, after the product had been judged and evaluated by the experts, the product had to be revided based on the result of the preliminary test. 5 Main Field Test, and 6 Final Product. Based on the result of the experts validation, they showed that the average of the experts on ―welcome to namex planet‖ was 3.3 for the subject, 3.2 for the vocabulary and structure, 3.6 for the exercises, 3.3 for the suitablity to the curriculum, 3.4 for the suitablity to the students, 3.1 for the suitablity to the teacher, 3.5 for the design of the media and 3.4 for the visual of the media. Based on the result above it is clear that the Flash media run over the objectives that there was no experts‘ validation judged under adequate. The judgement and the suggestions from the experts were used to make some revision to the product to make it better. Based on the result of main testing of the flash media, it found that the flash media can be applied in English teaching learning process. The result of the test has progression after appling this media. Moreover, the test effectiveness by using pre- test and post-test design was reported that there was signifficant difference between the result of pre-test and post-test. Based on the result of calculating data, the researcher compared the results of pre-test and post-test by using independent sample t-test. The result of standard deviation SD of pre-test was 9.49 and standard deviation SD of post- test was 9.72. The result of t-test of both pre-test and post-test was 2.88 and the t – value was 2.093. When t- International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 275 test than t-value means that it was significant. It can be conclude that there was a significant different between pre-test and post-test, so the flash media effective in teaching English and can be applied in teaching learning process at Pelita Kindergarten Semarang. References Arkun, S. and Akkoyunlu, B. 2008. A study on the Development process of Multimedia Learning environment according to ADDIE Model and Student‟s Opitins of the Multimedia Learning Environment http:www.ub.edumutimed iaiemiejournalgreav.net Borg and Gall 1983. Educational Research. An Introduction. New York: Longman. Brown, D. 2004. Language Assessment: Principle and Classroom Practices. White Plans, Ny: Pearson Education. Brown, D. 2001. Teaching by Principles, An Interactive Approach to Language Pedagogy. New Jersey; Prentice Hall Regents. Celse-Murcia, Marriance, 2001. Teaching English as a second or Foreign Language, USA: Heinle Heinle Print. Cohen. L, Monion L. Morrison K 2007. Research Method in Education. New York: Madison Avenue. Depdikbud. 1994. Kurikulum Pendidikan Dasar, Garis- Garis Besar Program Pengajaran. Jakarta: Depdikbud Dirjen Pendidikan Dasar. Dewi, R. 2011. Developing Interactive Multimedia of the contextual Vocabulary for the third grade students of elementary school. Unpublished S2 Thesis of Semarang State University. Feez, Susan and Joyce, Helen. 2002. Text-Based Syllabus Design. Sydney: Macquarie University. Harmer, Jeremy, 2001. The Practice of English Language Teaching, 3 rd Edition, pg. 79-80, Essax: Pearson Education Ltd. Harris, David, P. 1969. Teaching English as Second Language. New York: McGraw hill Book Company. Hornby, A. S. 1995. Oxford Advance Learners‟ Dictionary, London: Oxford progressive Press. Kasihani K. E. Suyanto. 2007. English for young learners. Jakarta: Bumi Aksara. Keraf, G. 2000. Eksposisi dan Descripsi. Jakarta: Gramedia. Kreidler calor J. 1965. Visual Aids for Teaching to Speakers of Other Language. Washington DC: Center for Applied Linguistic. Komachali, M. E. and Khodareza, M. 2012. The Effect of Using Vocabulary Flash Card on Iranian Pre-University Students‘ Vocabulary International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 276 Knowledge. International education Studies. Loan, Phan Thi and Vo Thi Bich Thuy 2011. Applying the software macromedia flash to Teaching and learning how to do the Biological experiments. Ubon Ratchthani Rajabath university. Thailand. Mirshra, S. Sharma, R. C. 2004. Interactive Multimedia in Education and Training. Indira Gandhi National Open University; India Idea Group publishing. Retrieved on: http:www.tojde.anadolu.ed u.com. Htm on 17th May 2014. Morrison, T., Ross, S., Kemp, J. 2001. Designing effective instruction 3 rd ed. New York, NY: John Wiley Sons. Munadi, Yuhdi. 2008. Media Pembelajaran. Sebuah Pendekatan Baru. Jakarta: Gaung Persada Press. Neo, Mai and Neo, Ken. T. K. 2001. Innovative Teaching: Using Multimedia in A Problem- Based Learning Environment. Educational Technology society 4 4 2001. Retrieved from http:www.ifets.infojournal s4_4neo.html. Accessed on 13032014 New South Wales department of Education Training. 2007. Writing and Spelling strategies; Assisting Students Who have Additional Learning Support Needs. Retrieved on http:www.schools.nsw.edu .au. Htm on 18th may 2014. Nuna, David. 1992. Syllabus Design. UK: oxford University Press. Nusir, et al 2011. Designing an Interactive Multimedia Learning System for the Children of Primary schools in Jordan. IEEE Global Engineering Education Conference EDUCON. Retrieved on: http:www.edu.gov.on.ea. Htm on 18th May 2014 Ramlan. 1992. Instruction to linguistic analysis. Semarang: IKIP Semarang Press school based curriculum 2006:36 Schotz, Wolfgang Horz, H. 2010. Multimedia; How to combine language and Visuals. Retrieved on; http:langaugeatwork.eu_ LAW20Multimedia- How_to_combine. Htm on 18th May 2014. The international Reading Association. 2000. Making a difference means making it different: Honoring children‟s right to excellent reading instruction Position Statement. Newark, DE: Author. Tomlinson. 2007. Material Development in Language Teaching. Cambridge University Press. New York. Wibowo, S. Andika. C.A. 2011. Developing A self- International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 277 instruction, Interactive Multimedia CD-Rom to improve the Teacher‟s Ability in Asking Questions in English. Unpublished S2 Thesis Of Semarang State University. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 278 Implementation of Parenting Education Program in Kindergarten Mukti Amini Indonesia Open University, Jakarta, Indonesia Email: muktiaminigmail.com Abstract This study is aimed at getting an overview of the type of parental education program that has been implemented, parental interest in parental education programs, and the strengths and weaknesses of parental education program that has been running in kindergartens in the region of South Tangerang. This study is explorative with descriptive analysis. The research was conducted in Pamulang and Serpong, the sub district of South Tangerang, Banten. The research subjects were 49 kindergarten principals and teachers. The finding of the research showed that the type of parental education programs quite varied, however, not all types of the programs have been done. The involvement of parents in the parental education programs is of a quite interest. The main strength of the parental education programs is the theme that meets the needs of parents and the solutions to solve the problems of child development. The main weaknesses in parental education program are the lack of parents presence on the program implemented. Therefore, the kindergarten teachers and principals need to think about a better strategy that would be concerned with the participation of parents in parental education programs. Keywords: Parenting education, Kindergarten,Parents Introduction Childrens education in formally early childhood institutions like in kindergarten and in informal education in the family should be implemented in synergy. Child education in family is usually handled by parents. However, each parent has different needs, interest, and background that affecting the way they educate their children. Therefore, the diversity of willingness and educational background of the parents needs to be bridged in a variety of ways by the early childhood institutions, including the kindergarten teacher, so that synergies are created. one way among others through parental education program. The Role of Kindergarten in Parenting Education Kindergarten need to implement parenting education program. According Bredekamp Coople 2007 and Gestwicki 2011 in Jackman 2012, there are some guidelines that are recommended for teachers in building partnerships with International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 279 parents of children in kindergarten through education parenthood: 1 succees in the education young children must be built on a foundation of teamwork involving both teacher and parents, 2 families are the primarily educators of their own children, 3 there is learning process that teachers and parents always face in the educational experience, 4 assessing the childs needs and progress must take into account the childs cultural and environment, 5 a teacher is prepared to meet the special needs of individual children, including those with dissabilities, and 6 the early childhood teacher is in a unique position to be an advocate by recognizing the special circumstances of a child and his family and to help link up whith whatever community resources are available and appropraite for helping them. Furthermore, some guidelines that can be prepared a kindergarten teacher to implement partnerships with parents in parenting education is also explained by Dodge and Colker 2000: 1 hold an open house for new parents. Conduct a tour of the classroom, explain the program philosophy and goals, and invite question, 2 solicit parents expectations and concerns. Find out how they feel about having their child enter the program. Listen to what parents have to say and be responsive, 3 get to know all the parents. Learn their last name, find out something about their interests, other family members, and their work so you can relate to parents more personally, 4 convey the importance of parent involvement. Let parents know that there are many ways in which they can be involved in their childrens learning. Invite them to share their interests and talents with the children, 5 solicit and try out suggestions parents offer. When parents feel that their ideas are taken seriously, they are more likely to increase their involvement, 6 promote a sense of pride in their child. Nothing something a child has done well and conveying this to the parent goes a long way in building a positive partnership, and 7 always maintain confidentiality. What parents say about their child or their family is best used to help teachers work with that child and not discussed with others. In addition, Dodge and Colker also stated that communication between early childhood teachers with parents can conduct in two lines, formal communication and informal communication. Formally, the communication can be done by: 1 set up a parents bulletin board at the entrance of the classroom, 2 send weekly messages home. Make sure that the messages are in the home language, 3 establish a message center. Provide each family with a box or message pocket that can be used for general announcements and International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 280 information on each child, 4 use journals. Provide each family with a journals that travels between home and school. Parents and teachers can share information about the child, and flyers or notices can be tucked inside, 5 develop a parent handbook that should be kept up-to- date and might include and explanation of the programs philosophy, goals, and approach as well as policies and procedures. Being informally, communication can be done by: 1 do every day naturally, 2 be respectful of culture and the expectations of parents, 3 identify and call their parents by name so that parents feel welcomed like their child, 4 share an event or something the child has done recently, 5 solicit parents advice about their child, 6 give support to parents when needed, 7 be a good listener, 8 check out communication, and 9 use I messages to communicate clearly without judging or putting parents on the defensive. Parenting education programs as a means to ensure parental involvement in kindergarten has many benefits. Research of Henderson Mapp 2002 states that related to the parental involvement with quality schools, there are two items conclusion of research as follows: 1 schools that cooperate well with the parents raise the spirits of teachers and get a good assessment of the parents, 2 the school that the parents are involved have more support and have a better reputation in the community. Based on the above background, it should be explore on the implementation of a parental education program that has been implemented in kindergarten. So the aim of this study was to get an overview of: 1 the type of educational program parenting that have been implemented, 2 parental interest in parental education programs, and 3 the strengths and weaknesses of parental education program that has been running in kindergartens in the region of South Tangerang. This paper is expected to be useful for: 1 principals and a kindergarten teachers, in order to design a parenting education program that is helpful and appropriate to the needs and expectations of parents, and 2 the parents in kindergarten, as input on the various ways to get involved in the education of children at the kindergarten. Research Method Type of Research This is the result of quantitative research using exploratory research methods. This method is used to get an overview description of the condition of the research subjects. Research Subject International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 281 The study population was the kindergarten principals and teachers who are in the South region of South Tangerang City, the District Pamulang and Serpong. The area was chosen with consideration that in this area there are many new kindergarten adapts to the growth of new housing projects on the peripheral of Jakarta, which is generally populated young families. Sample research conducted by purposive random sampling is representative of the population penellitian, as many as 49 principals teachers from 10 kindergartens. The study was conducted in 20152016. Instrument This study uses the instrument a questionnaire about parenting education programs that have been implemented in the kindergarten for to get three things: the type of educational program parenting that have been implemented, parental interest in parental education programs, and the strengths and weaknesses of parenting education programs that have been implemented in kindergarten. Validity test is being conducted by Pearson Product Moment with r table 0,361. Reliability test is being conducted with Cronbach alpha, with the reliability coefficient of 0.926. That is, the reliability of the instrument is already very high for use. Data analysis method. Data found in the field are presented descriptively in the form of graphs and qualitative analysis Results and Discussion Research Result. This study produced data on the type of parental education programs that have been implemented, parental education programs that meets the interests of parents, and the weaknesses and strengths of parental education programs that have been implemented. Parenting Education that have been Implemented in Kindergarten Different types of parenting education programs have been attempted implemented in kindergarten, but different intensity, which can be seen on the following chart. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks

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Chart 1. Parenting Education that Have Been Implemented Note: a. Parenting simulation b. Educational seminars c. Forum parents meeting d. Teachers volunteer e. Events of children and parents in kindergarten assembly f. parents consultation day g. Teachers home visits h. Making bulletin Based on the chart, it appears that forum parents meeting, the assembly activities and educational seminars are are the three most common activities implemented in kindergarten. Forum parents meeting sometimes called parenting clas. Meanwhile, two activities that most rarely do are ask parents as volunteer teachers and production of bulletins. Parents Interest in Parenting Education Programs Parental education program that consists of various activities turned out to get a different response from parents. Such differences in detail can be seen in the following chart. Chart 2. Parents Interest in Parenting Education Program Note: a. event with the children and parents b. forum parents meeting c. educational seminars d. parenting simulation e. parent consultation day f. peaks theme assembly Based on the chart above shows that four of the most desirable programs in parental education that parents International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 283 respectively: 1 event with parents and child, 2 educational seminars, 3 forum parents meeting, and 4 the summit theme. Joint activities between parents and children in kindergarten done in various ways, for example: Mothers Day activities, the rituals of Hajj, a sport day, swim together, field trip, and so on. Parents usually will be more eager to participate in activities with the children are implemented outside the kindergarten. While educational seminars are also desirable by parents because the speaker is a famous person are usually already become widely known through the media. So in addition comes to listening to the material exposure, there is great curiosity to meet directly with the figure of the famous presenter. Meetings forum activities is desirable enough because the parents especially mothers can meet each other. This activity will be effective if combined with the usual monthly gathering activities. Assembly activity peaks theme also get a high enough interest from parents, because at taht moment of all children will perform with a variety of activities. Parents usually allocate time to come to kindergarten in order to see the appearance of her child and to preserve it as a personal document. The Strength and Weakness of Implementation Parental education Programs. Parental education programs that have been implemented in several TK needs to be evaluated, among other things need to be seen of their strengths and weaknesses. The strength of parental education program that has been implemented in kindergarten can be seen in the following chart. Chart 3. The Strength of Parental Education Program Note: a. cooperation between teachers and parents b. school activities become more smoothly International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 284 c. materials are interesting, helpful and applicable. d. program and schedule has been planned e. parents become better understand about the childrens education f. strengthen the relationship between parents and teachers g. the theme meet the needs and become the solutions to the problem of child h. improve the knowledge of parents i. selecting the appropriate day j. selecting appropriate themes k. the support of parents and the environment l. adequate facilities and infrastructure m. improving the quality of service of teachers n. stimulate children and parents to be creative o. increase parental confidence Based on the chart above shows that four major strengths in parental education programs that have been implemented are: 1 theme meet the needs and become the solutions to the problem of child, 2 the material materials are interesting, helpful and applicable 3 the support of parents and the environment, 4 strengthen the parent-teacher relationship. the theme that fits the needs and solution in handling with the problem of children can be selected based on a poll of parents at a previous meeting. Selection of the theme of this parents pool would make parents sense of belonging higher of the program so that there is a strong will to attend. The material is interesting and can be applied in addition to the theme that fit the needs of parents , also with regard to the selection of speakers are expected to master the field and can deliver material fine on parents who have different educational backgrounds. Speakers usually taken from a psychologist, nurse, or local education leaders appropriated to the theme. Besides strength, there is also weakness of the programs that have been implemented, as shown in the following chart. Chart 4. The Weakness of Parental Education Program International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 285 Note: a. parents do not care are not interested b. lack of parents presence c. limited funds d. the schedule is not appropriate for working mom e. lack of adequate human resources f. disproportionate demands of parents Based on the chart above shows that the main weakness of parental education programs that have been implemented are: 1 the lack presence of parents 2 the schedule is not appropriate for working mom, and 3 parents do not care. One way to overcome the minimal presence of parents is suitability in meeting schedules, and interesting themes. If a majority of both parents working, the parent meetings should be held on the weekend which is Saturday or Sunday. Selection of an appropriate theme in the problems experienced by parents will also make parents more concerned for taking the time to come to kindergarten attend the meeting. Discussion The parenting educational program in kindergarten can be done in various ways, namely 1 parents meeting parents class, 2 Parental involvement in the children class, 3 parental involvement in the event together, 4 the parents consultation day, 5 home visits, and 6 other forms of activities that can be developed according to the needs Department of Education, 2012. But apparently not all of these activities have been implemented in kindergarten. Activities already carried out in kindergarten especially is a meeting forum of parents parents class, the activities in event together between children and parents such as assembly, and educational seminars. Maxim 1993 referred to the group meetings for forum meeting parents. The meeting according to Maxim should consider the following guidelines: 1 designing a first meeting with the parents to introduce daily activities at school, 2 ask parents to fill out a questionnaire about their expectations or needs at the next meeting, 3 designing alternative atmosphere for the meeting, and 4 encouraging parents to take part in designing or into the committee at the meeting. Findings in this study shows that all kindergarten has conducted the first guideline, which invites parents met at the beginning of the new school year. But for the second guideline implemented only partially kindergarten, it was not in the form of questionnaire , but only verbally poll . In fact the teachers and principals believe that a questionnaire would be a good input materials for the kindergarten to make a variety of activities according International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 286 to the needs of parents. For the third guideline is designing alternative atmosphere of the meeting, has done most of kindergarten. The alternative is either: combined with the activities of gathering, outbound for parents, or combined with religious activities monthly. As for the fourth guideline, also has done some kindergartens. Events meeting held outside the kindergarten building, there will usually be managed by parents and committees. While the activities are almost never implemented in kindergarten class is parent involvement in children by encouraging parents to volunteer teacher , and a bulletin board production. According to Coughlin et.al. 1998, produce newsletter or brochure is a reliable means to support parental education informally. Coughlin stated that the informal communication strategy can be done by: 1 verbal communication when delivering and picking up the kids, and 2 making of notes and journal, bulletin boards, and flyers. Making bulletin will be very useful especially for parents who rarely have the opportunity to attend in kindergarten every day for delivering or picking up their child because of work. The existence bulletin addition will improve the knowledge of parents also make they do not miss important information about the different agendas in kindergarten children. In terms of interest, parents tend to be present at the activities directly involving children and parents, not the specific activities for parents. These activities are the assembly, visits to museums, sports day in outdoor, and others. Henniger 2013 also suggested that to create a school atmosphere that is familiar with the family, the kindergarten need to make it easy for parents to be involved. For example, by holding various activities with the children and the parents, or provide daycare during the event a parent conference or seminar forum of education so that parents can focus the exposure of the presenter. One of the main strengths of parental education program that have been implemented that is the real support of the parents. In connection with the support of parents and the environment, parental education program is considered successful if a lot of parents are present and active in the activities. This is in accordance with the opinion of Henniger 2013 which states that the school needs to accommodate the different types of families. which can be done by: to schedule an appointment at a time that the average parent can be present, communicate with parents both traditional and modern type, aware and supports a wide range of situations of family life, adjust parental involvement strategies with a variety of different family needs International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 287 associated with different backgrounds both ethnicity, race, religion, and customs. In addition, parental education will improve the relationship between parents and teachers, so that misunderstandings between education at home and school can be minimized. Henniger opinion is supported by the research of Horvat, Curci Partlow 2010. Their study concluded that the relationship between parents and principals need to be negotiated acroos the shifting race and class terrains of different eras, and that future research should focus on the tensions and challenges inherent in the relationship, as well as the effort expended and the skill reqired by principals to effectively manage relationships with parents in the school community is diverse school communities. This research was conducted in the area of Tangerang, near Jakarta. Conditions both are not much different society that is multi- ethnic and multi-religious, with the idea of a more open and critical, so that the principals is necessary to make approach that is able to maintain a kindergarten and home comfortably. It has been tried by the principals where research taken, where the principals trying to get closer to all parents so that parents feel comfortable to express their aspirations or the problem. Meanwhile, the result of a 1990 survey of Cooke Engstrom 1992 of 183 parents involved in Minnesota ECFE programs revealed five themes of change as a result of participation in EFCE programs: 1 an increased feeling of support from others, knowing they are not alone in their emotions and experiences and that other parents have the same problems and concerns, 2 an increased sense of confidence and self-esteem as a parent, 3 Increased knowledge, awareness, adn understanding about children and child development and the parental role in relation to child development, 4 changed perceptions and expectations for themselves as parents and for reviews their children based on increases knowledge, awareness, and understanding about children and child development and the parental role in relation to child development, and 5 changes in behavior based on increased feelings of support from others, increased self-confidence, increased knowledge, and changed perceptions and expectations of reviews their children and themselves. The findings of Cooke Engstrom is very consistent with the findings of the strength this program, which is the theme at the meeting according to the needs and could be a solution for parents facing problems of children, because parents get additional insight and knowledge during the meeting. Parent conference theme is usually determined by a committee of parents, or by polling among parents at the previous meeting. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 288 In connection with the weakness of the parenting educational program is seen by the lack of presence of the parents at the meeting, according to Beaty 2013, parents often feel uncomfortable with the teacher because the teacher usually focus on help parents learn how to respond more effectively to their children implying that the teachers role is more superior. Parents sometimes do have a different perception of teachers who teach their children, both in terms of negative and positive. Parent-teacher meetings that took place in a relaxed this could be one way to relieve the discomfort. Research from Bracke Corts 2012 concluded that almost all parents believe that involvement in their childs education is important. Parents also shared a variety of good intension have good intentions in wanting to participate in range of schedule school activities. However there are significant differences in the norm among parents who are often involved with that are not involved. Parents perceived as not involved were more likely to note that friends and neighbors were not actively involved, and that majority of parents were unable or unlikely to be actively involved. That is, perception and discussion between parents on the informal condition will also affect the level of their involvement in the event at their childs kindergarten. Therefore, the kindergartens principal through committees need to continue to provide reinforcement of the importance of parental involvement in parental education programs that have been planned. One way that has been was done by the kindergarten where the research is to create a group whats app for sharing information and motivation whose members are all parents, teachers and the principal. In addition, according Gianzero 1999, parents often want to be more involved in the education of their children, but not sure how to do it, and the teacher also wants to involve parents in school but need guidance and support in promoting it. Therefore the briefing should be given in advance to the principals and a kindergarten teacher to be able to carry out a wide range of parenting education programs that appropriate with the needs and expectations of the parents so that the meeting received full support from parents. Conclusion Some things that can be inferred from this study are as follows: 1 The type of parental education programs are implemented are quite varied, but not all types of programs have implemented. Programs which generally have impelemented is a meeting forum of parents, the assembly activity and educational seminars. Meanwhile that is hardly ever done is to encourage parents to volunteer International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 289 teachers and produce school bulletins. Parents are especially interested in parental education programs involving children with their parents, followed by education seminars and forums parent meetings. Strength in parental education programs are the themes that meet the needs and solutions to the problems of children; materials were interesting, helpful and applicable; support from parents and the environment, and strengthen parent-teacher relationships. Weakness in parental education programs that have been implemented is the lack of parental presence on the programs implemented, the meeting schedule is not suitable for working mothers, and less concerned for the parents of the programs offered. References Beaty, JJ. 2013. Observation of Early Childhood Development. Jakarta: Prenadamedia translate in indonesia Bracke, D Corts, D 2012 Parental Involvement and The Theory Of Planned Behavior. Journal Education Vol 133 1, 188-201. Available on http:go.galegroup.com accessed 24 April 2014 Cooke, B, L. Engstrom 1992. Changing Times, Changing Families. St Paul, MN: Minnesota Department of Education. Coughlin, Pamela et.al. 1998. Creating Classroom - Centered Children Menciptakan Kelas yang Berpusat pada Anak , Washington, Children Resource International Inc. Curci, Horvat, EM; Curci, JD Partlow MC 2010. Parents, Principals, And Power: A Historical Case Study Of Managing Parental Involvement. Journal of School LeadershipVol 20.6 November-December 2010, 702-725. Available from http:go.galegroup.com accessed 24 April 2014 Depdikbud 2012. Implementation Guidelines for Early Childhood Education -Based Family Pedoman Penyelenggaraan Pendidikan Anak Usia Dini Berbasis Keluarga. Jakarta. Dodge, Diane Trister Colker, Laura J. 2000. Creative Curriculum for Early Childhood. Washington, DC: Teaching Strategies. Gianzero, G 1999. Promoting Parental Involvement, Improving Student Outcomes. Available from https:edadm821.files.wordpr ess.com201102parental- involvement-doc.pdf accessed 24 April 2014 Henderson, AT Mapp, KL 2002. A New Wave of Evidence. The Impact of School, Family and Community Connections on Student Achievement. Available from http:www.sedl.orgconnecti International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 290 onsresourcesevidence.pdf accessed 24 April 2014 Henniger, Michael L, 2013. Teaching Young Children. Boston, Pearson Edu. Jackman, Hilda L.. 2009. Early Education Curriculum; A Child‟s Connection to the World Fourth Edition, Belmont: Wadsworth Maxim, George W 1993. The Very Young. New York, Mac Millan. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 291 Children’s Knowledge of the Letter as the Beginning of Literacy in Yogyakarta Martha Christianti Yogyakarta State University, Indonesia Email: marthachristiantiuny.ac.id Abstract The development of literacy is evolving naturally like motor development, cognitive, and language. One characteristic of early childhood literacy is aware of the child recognize letters. This study aims to determine the knowledge of letters in children associated with the name of the letter. Results of the research survey conducted on children at random in five districts in Yogyakarta n = 630 showed that 72 of children aged 4-6 years have knowledge of letter names. The results showed that; 85 of the study subjects children recognize letters O. Knowledge of the letter O is the most widely known to the child at the age of 4-6 years. This was followed by the letters A, C, and so on until the lowest is letter Q. Some of the things that affect childrens knowledge of letter name associated typeface known in lowercase or uppercase letters, form letters are almost the same as visually, the difference mention of the letter, and the mention of the letters in sequence. Keywords : early childhood, knowledge of letters, literacy development Introduction Reading and writing is an activity that cannot be separated from the child, although such activities are not the same as reading and writing in adult children in a literally translate writings. Reading and writing for children is referred to as early literacy. Activity literacy beginning in children is shown naturally in everyday life, for example, children guess the name of a food product or beverage that is often consumed, or the children learn to read a book to see images and translate them according to the perception of children to images Lukie et al 2014; Morrow 1993. The childs awareness of the forms of letters and drawings called literacy awareness. Martha 2013 says that there are various forms of awareness of literacy that comes naturally to children, for example, children enjoy listening and discussing storybooks Howard Wallace, 2016, the notion that writing carries a message, identifying labels and signs in the environment around the child, participating in rhythmic wordplay, getting to know some letters and match it with the sound, and using letters or shapes to represent written language Gage et al, 2015. One characteristic of a conscious child literacy are knowing some letters International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 292 both the shape and sound, and using letters and forms are to write something Heath, et al, 2014. Results of research literacy in children named Casey with interactive media shows that Casey increasingly recognize letters after the CD will play continuously Martha 2015. Knowledge of letters on Casey increases, he is not only able to name the letter but also can write.The child are more interested in getting to know the letters when they grow up. The development of knowledge about the letter thrives in children aged 5-6 years. The letters were known to the child, usually used in literacy activities such as writing starters. Here is an example of the writing of Casey age 4 years. Figure 1. Casey Writing Age 4 Years Source: personal documents In the picture visible shapes that resemble letters. Based on interviews researchers against children, indicates that the sequence of letters that means this is a big bus car, there was his bed. Casey, and mas Lintar bed behind . The letters are read by the child based on his imagination. At the age of 5 years Casey showed an increase in knowledge about the letter. This is evident from the drawings and writings. Here are images and writings Casey at the age of 5 years. Figure 2. Casey Writing Age 5 Years Source: personal documents International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 293 Casey knowledge of the letter is increasing, and results from inadvertently writing can be read by others. At the age of 5 years have started asking recited Casey is related to what was written. He did not want to translate his writings as in the age of 4 years. When asked to read his writing, he refused and said Casey can not be read, please read out. Casey had regained consciousness and was able to distinguish the form of letters and shapes instead of letters. He was ecstatic when writing out the results can be read by others, namely imisaca. He commented yuhu.....this is imisaca‘s air, hand made by Casey. Results of research on literacy development occurs is not the same in every child Sawyer, et al, 2013. Here are portraits of children knowledge about the letter in Yogyakarta. Zahra, aged 5 years already knows 24 name letters. Unlike the Zafik, age 5, are new to know the 10 name letters. Vino, 6 years old, recognize 23 name letters. While Maulana, age 5, is already familiar with 25 name letters. Ifa, age 4, recognize 10 name letters. While Lintang, the same age of 4 years, already knows 22 name letters. The knowledge gaps encourage researchers to conduct research related to knowledge of the letter in children aged 4-6 years in Yogyakarta. The study was conducted as a preliminary study to describe the childs knowledge of letters which occur in children in Yogyakarta, to know the letters of the most easily recognized by children and levels, as well as how a knowledge of the letter to develop in children. Reading in children by Mayesky 1990 is the activity of interpreting symbols. Morrow 1993 divides the early reading activities for children into three stages. The first stage is a child realizes meaningful words and close to the childs life. This stage is shown in a childs reading behavior when reading food labels favorite, read his name, read the signs on the road, and read some of the names of restaurants frequented by children. At this stage also, the child does not actually read. They estimates the words or writings were observed, and translation word by looking at the picture on the label Brewer 2007. This stage is called the stage of literacy roots. The second phase early reading activities is stage children begin to realize forms of writing and read it. This stage occurs after the child process to read the previous stage Ecalle 2008, Evans 2009. At this stage, children really know the details of the name letters so that the child can distinguish the goods with his name as his own or not his belongings Treimen 2007. Kids can give a name to the letter and determine the relationship of form letters and sounds. At this stage of the development of knowledge International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 294 about the letter in children is growing rapidly. The third stage is the stage of child literacy in reading through activities to identify and use grammar writing. At this stage the child understands that writing is read from left to right, and aware that the word is composed of several letters are strung and have meaning. Children knowledge about the letter is usually seen in the results of his writings Hoff 2009. Therefore, in the development of language, the ability to read and write cannot be separated. Marrow 1993 is divided into six stages of children‘s writing. The first stage is the stage of childrens writing in the form of images. Kids draw shapes to represent writing. A child see the pictures as a specific communication tool and carry the message. Usually the child who wrote in with the image can be read images as writing. The second stage is the stage of a child writes with scrawling. At this stage the child exhibit behaviors such as writing with the writing that is to draw a line in the form like writing from left to right. According to scribble child is writing and implies. This stage arises because many children do pay attention to adults in writing activities. The third stage, the stage of writing children by making shapes like letters. At this stage the child create forms which he is the letter. The fourth stage, namely stage by producing a child write letters. Kids wrote numerous letters he knew. At this stage of the development of knowledge about the letter in children is growing very rapidly. Kids sometimes random write letters familiar to convey the message. The fifth stage is the stage of the child write letters correspond to the name of the letter. This stage is shown a child by writing a letter that he heard in writing. Kids create their own spelling in accordance with the pronunciation or sound. The letters are written sometimes lost or even overlapping. The sixth stage is the stage of the child writes fluently. Kids at this stage able to write with the same spelling are heard. The letters were written children are able to read a whole by an adult and be recognized as a word or a series of sentences. Research suggests that child literacy development in reading and writing can be stimulated with activities beginning to play while learning naturally in activities of daily living Tan, 2015. Knowledge of children to develop with his letters literacy development process naturally. This development supports the childs readiness to enter the next level of formal education. Based on the study, children who have literacy experiences that many of its environment will not be problems in reading and writing in the stage of further education Maher Bellen, 2015. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 295 Research Method Subjects in this study that children aged 4-6 years are scattered in the city of Yogyakarta and 4 districts namely, Bantul, Sleman, Kulon Progo, and Gunung Kidul, with total research subjects totaling 630 children. The research method used is survey. Data collection technique used observation. Data analysis techniques carried out in the form of qualitative and quantitative descriptive. Qualitative data is to keep track of things happening associated data retrieval. Quantitative data obtained from the observation of the introduction of the alphabet in the form of numbers. Score 1 for children who are able to answer the letters designated by the researcher. Score 0 for children who are not able to answer the letters designated and can answer but the answer or the wrong child. Results And Discussion This research was conducted in the city of Yogyakarta and 4 districts in Yogyakarta, namely Sleman, Bantul, Kulon Progo, and Gunung Kidul. Results of research on childrens knowledge of letters in Yogyakarta showed that 73 of the 630 children already recognize letters. The introduction of children to letters obtained from literacy experiences that took place during the classroom and at home. Literacy activities in the home can be programmed specifically by parents in the form of a fun play activities. Pugh and Rohl 2015 in his research indicates that literacy programs at home received a positive response from parents, especially mothers. In the classroom, children can also learn from the simple to develop literacy in the activities of conversing or reading together Manske McCrain, 2015. Here is a table that describes the knowledge of letters to children in Yogyakarta in percent. Table 1. Knowledge Letters on Children in Yogyakarta No District Children Knowledge of Letters in Percent 1 Kota Yogyakarta 71 2 Sleman 69 3 Bantul 73 4 Kulon Progo 66 5 Gunung Kidul 91 Total Skor 73 International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 296 The results showed that there are letters very well known by children in Yogyakarta. The letter O is capitalized most widely known to the child. Some 85 of children from the research subjects knew the letter O. This means that 536 children recognize the letters O and the rest are not familiar with the letter O. The second letter of the most widely known by the survey in Yogyakarta, the letter A and the letter C. Letters rarest known children aged 4-6 years is the letter V and the letter Q. The letter V is known amount of 53 of children and the letter Q is known only some 50 of children only. Here are the results of research on childrens knowledge of letters associated with the letters highest and lowest known in Yogyakarta. Table 2. Rating The Best Known by The Childrens Name Letter Rating Letter 1 O 85 2 A, C 83 3 I 82 4 S 79 5 B, E, K 78 6 Z 74 7 H, U 73 8 D, N, T 72 9 J, M, R 71 10 G, L, 70 11 Y 68 12 F, P 67 13 X 65 14 W 64 15 v 53 16 Q 50 The same study conducted Piasta 2014 letter of the easiest to remember is the letter O, according to the letter O is the name of the letter is the easiest to remember, while the letter A and the letter C letter sounds the easiest to remember. The most difficult letter names to remember are the letters U and V, while the letter U and Y are the sounds of the letters are hard to remember. This indicates that children have the same difference difficulty in recognizing letters. For children in Yogyakarta, the name of the most difficult letters to keep in International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 297 mind is the letter V and Q. The reason is that the little use of the letters in the daily communications to interact socially in Bahasa. The results of the research data showed differences in childrens knowledge of the uppercase and lowercase letters. The letters in the observation sheet given researchers in children is lowercase. Some children recognize the letters in the form of uppercase letter Ecalle 2008. The study is limited to the knowledge of the lowercase letters on the child. Lowercase letters hard to remember because there are some letters that shape looks visually almost identical Piasta, 2014. Turnbull et al 2010 says that the knowledge of the child first begins with uppercase letter. Uppercase letters often contained in children name. Knowledge of lowercase to follow the childs development to uppercase. So the child will recognize lowercase if the child is already familiar with a uppercase letter. Here is a picture of letters used to identify letters when gathering data on the letter knowledge in children. Figure 3. Observation Sheet for Children Observations of researchers in making the data obtained; first, the shape of the letter in the research looks almost similar to other letters. Observations on the child, the child has not seen precisely identify the letter V. This happens because the letter V on the picture is almost similar to the letter U. The choice of a model letter when doing research must be validated in order not to obscure the concept of the letter itself. But the increasing age of the child, the child is able to distinguish the shape of the letters that look the same but have different names letters. This behavior occurs because the 4-6 year olds still in a period egocentric. Egocentrism is a gesture that is only capable of thinking according to their own perspective. Piaget said that after the concrete preoperational period elapses, the childs experience grows, then the childs knowledge of the letter is also increasing. Children are able to think International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 298 that shape can vary but with the same name as adults later. Second, each child has a difference in mentioning the letter. As Tita said the letter B, with ―beh‖, says the letter D, with ―deh‖. Tita said letters correspond to sounds heard. But there are also children who mention the letter corresponding to the shape that is the letter B, with B, the letter D, with d. The mention of the name of a different letter on each child is strongly influenced by the perception of the child to name the letter. Perception about the name of the letter woke how parents teach letters are in children. A child imitate the way their parents or adults in mimicked Heath et al, 2014. Third, children surveyed also say the letters are the same form with the same name. The mention of the same letter to the letters b, d, p, and q. Comments child is it is the same letters, just rotated. The child has the ability to translate the letters in their own way Sawyer et al, 2013. This capability is referred to as problem-solving skills. The ability to solve problems is one factor in the ability to prepare children recognize letters. This capability is included in the readiness of cognitive by Mayesky 1990. Fourth, the child can name all the letters because it is done by rote. This knowledge is formed of a childs experience in singing the alphabet song Piasta, 2014, and an alphabet book Evan Landry, 2009. Researchers asked children sorted names of letters by the letters A to Z. Children can name all the letters correctly and completely. However, when researchers randomly assigned a list of letters, the letter mentions child is wrong or inappropriate. Kids even asked investigators about the name of the letter to convince. Children knowledge about the letter is not considered a consistent knowledge acquisition. Learning is done while playing for introducing these letters can be done by educators Soderman Farrell, 2008. Letter recognition through play and done in a fun and done repeatedly can make this knowledge consistently settled in memory. If knowledge of the letters already settled consistent sequence of letters is encrypted, the child can still mention the letter appropriately. Conclusion On average children in Yogyakarta already recognize letters. Most known letter is the letter O. Children recognize letters influenced by several things. The results showed that; a there is a difference in childrens knowledge of letters in Yogyakarta influenced by the form of capital and non-capital. Some children have great knowledge in the form of letters, b shape almost the same with another typeface. Perception of children about letters affect the knowledge of letters the shape and sound, c children in the International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 299 pronunciation of different letters states. The difference in pronouncing the letter because it is influenced by the realization phonology parents, d child name the same letter in the form of letters that look the same, e children have the knowledge of the letters in sequence. The mention of the letter can be done properly if the letter in question carried out sequentially. Knowledge of letters on the child as the beginning of literacy in children in Yogyakarta is very varied and growing very individual depending on the stimulation provided by the environment to the child. Acknowledgments I would like to acknowledge to all my student in fourth semester majoring PGPAUD FIP UNY and all the children sampled in this study are located in the city of Yogyakarta, Bantul, Sleman, Kulon Progo and Gunung Kidul. References Brewer, Jo Ann. 2007. Introduction to Early Childhood Education Preschool through Primary Grades. USA: Pearson Education Inc. Ecalle, Jean., Magnan, Annie., and Biot-Chevrier, Catherine. 2008. Alphabet Knowledge and Early Literacy Skills in French. Beginning Readers. European Journal of Developmental Psychology. 53: 303-325 Evans, Mary Ann., Saint-Aubin, Jean., and Landry, Nadine. 2009. Letter Names and Alphabet Book Reading by Senior Kindergarteners: An Eye Movement Study. Child Development. 806: 1824 – 1841. Gage, Nicholas A., Gage, Ashley S. MacSuga., Prykanowski, Debra., Coyne, Michael., Scott, Terrance M.. 2015. Investigating the Collateral Effects of Behavior Management on Early Literacy Skills. Education and Treatment of Children. 384: 523-540 Heath, Steve M., Bishop, Dorothy V.M, Bloor, Kimberley E., Boyle, Gemma L., Janet Fletcher, Hogben, John H., Wigley, Charles A., Yeong, Stephanie H.M. 2014. A Spotlight on Preschool: The Influence of Family Factor on Children‘s Early Litearcy Skills. J. Plos One. 94: 1-14 Hoff, Erika. 2009. Language Development. Wadsworth: Cengage Learning Howard, Vivian., and Wallace, Maurenn. 2016. Today,s Tech Litearcy Tools. Children and Libraries. 3-9 Lukie, Ivanna K., Skwarchuk, Sheri- Lynn., LeFevre, Jo-Anne., Sowinski, Carla. 2014. The Role of Child Interest and Collaborative Parent-Child Interaction in Fostering Numeracy and Litearcy Development in Canadian Homes. Early Childhood Educ J. 42?: 251-259 International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 300 Maher, Marguerite; and Bellen, Linda;. 2015. Smoothing Children‘s transition into formal schooling: addressing complexities in an early literacy initiative in remote aboriginal communities, Northern territory, australia. Early Childhood Educ J. 432: 9 –17 Manske, Mary Lou Harris; Mc Clain, Leslie. 2015. Cultivating Human Abilities: Engaging Young Children though Mindful Literacy Practices. Internasional Institude for Human Factor Development. 211: 43-57 Martha Christianti. 2013. Membaca dan Menulis Permulaan untuk Anak Usia Dini. Jurnal Pendidikan Anak. 23: 312- 317 Martha Christianti. 2015. Kemampuan Mengenal Huruf Anak Usia Dini melalui Multimedia Pembelajaran Interaktif. Prosiding Seminar Nasional Pendidikan Vokasi. Yogyakarta, 5 Februari 2015. Mayesky, Mary. 1990. Creative Activities for Young Children. Fourth Edition. New York: Delmar Publishing Inc. Morrow, Lesley Mandel. 1993. Litearcy Development in the Early Years. Second Edition. USA: Allyn Bacon. Piasta, Shayne B. 2014. Moving to Assessment- Guided differentiated instruction to support young ch ildren‘s Alphabet Knowledge. The Reading Teacher. 683: 202- 211. Pugh, Caroline Barratt; and Rohl, Mary. 2015. Better Beginnings has made me make reading part of our everyday routine‘: Mothers‘ perceptions of a family literacy program over four years. Australasian Journal of Early Education. 404: 4- 11 Sawyer, Brook E., Justice, Laura M., Guo, Ying., Logan, Jessica A.R., and Petrill, Stephen A., Katherine Glenn-Applegate, Joan N. Kaderavek, Jill M. Pentimonti. 2013. Relations among home litearcy environment, child characteristics and print knowledge for preschool children with language impairment. Journal of Research in Reading. 371: 65-83 Soderman, Anne K. and Farrell, Patricia. 2008. Creating Litearcy-Rich Preschools and Kindergartrns. USA: Pearson Education, inc. Tan, Jennifer. 2015. What do they do at home? The litearcies of children living in residenttial care in Malaysia. J. Literacy. 492: 91-97. Treiman, Rebecca., Cohen, Jeremy., Mulqueeny, Kevin., Kessler, Brett., and Schechtman, Suzanne. 2007. Young Children‘s Knowledge About Printed Names. Child Development. 785: 1458 – 1471. Turnbull, Khara L. Pence., Bowles, Ryan P., Skibbe, Lori E., Justice, Laura M., Wiggins, International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 301 Alice K. 2010. Theoretical Explanations for Preschoolers Lowecase Alphabet Knowledge. Journal of Speech, Language, and Hearing Research. 53?: 1757-1768. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 302 Scaffolding in Kindergarten Block Activities Based on Constructivism Research and Development on Scaffolding Model for Block Activities in Kindergarten Della Raymena Jovanka 1 , Denny Setiawan 2 , Siti Aisyah 3 Open University of Indonesia, Tangerang Selatan - Indonesia Email: dlaecampus.ut.ac.id 1 , masdenny2gmail.com 2 , sitiaecampus.ut.ac.id 3 Abstract Playing block activity a imed at developing child‟s physical and motor skills in block building which come from cognitive skill which is used for thinking how to build desired building by placing some blocks horizontally and vertically. In playing block some other child‟s skills will also developed. To maximize cognitive development of the children, scaffolding is needed. This activity helping children to broaden view, stimulate, and motivate children to play blocks in their best. However, the scaffolding should be in the right content and ways. For this matter, a research and development is necessary. The research is preceded by an action reserach which is aimed at looking for teachers‟ best practices in giving scaffolding to children before, when, and after playing block. An outstanding kindergarten in South Tangerang, Banten Province, had been taken for the place of doing the classroom action research. As the result, the researchers together with the teachers had succesfully formulated the best way to give scaffolding to children that is by telling them a story about the building they are going to build and it is completed by giving them pictures or photos, or movies about the kind of building. However, too many angles of the building showing by the film, will make the children confuse and will reducing their quality of buildings. The last step was to tried-out this founding to another kindergarten in Bandung, West Java, and the teachers in that school were satisfied with the result. Keywords: scaffolding, block, kindergarten, constructivism Introduction Playing block is one of kindergarten activities which are favorite for children. Block is considered as the most useful and preferred playing tools in kindergarten or other preschool institutions Benish, 1978, Kinsmans G Berk, 1979 in Montolalu, et al, 2013. This activity aimed at developing child‘s physical and motor skills in block building which come from cognitive skill which is used for thinking how to build desired building by placing some blocks horizontally and vertically. In developing child‘s physical and motor skills, eye-hand coordination of the child also developed. Meanwhile, in developing cognitive skills, the child will have a skill in thinking about shapes and spaces and International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 303 have imagination about building heshe can build with available blocks. Playing block invites joyful and happiness to children as they are free to move and thinking about what kind of building they will build. If children play block together, their socio-emotional skills will also developed through playing together that pursue solidarity among them. If they are playing while talking about what they are doing, then their language skills will also developed. Another skill that also developed during playing block is the ability to build blocks becomes a beautiful building. There are so many benefits for children in playing blocks; hence almost all kindergartens use this activity as a favorite development skill for children. However, an effective playing block should have enough preparation by a teacher including what skills will be developed during the playing, how to achieve the skills, and what are the criteria that the skills have been accomplished. This planning should be written in a lesson plan completed by teaching scenario in which contains step by step teaching and learning. By writing this teaching scenario, the teacher will be able to tell the children their learning goal and aims. Furthermore, the teacher will also be able to explain what learning steps should they do to achieve the aims and what are the indicators that the aims have been accomplished. Meanwhile, the teacher can predict what kind of handicaps the children will find in achieving the learning goals and how to give assistances to them. The effort of teachers to make a lesson plan, essensially is to help children experience learning process sucessfully. This effort is called scaffolding Jame MacKenzie, 2000 in Heather Coffey, 2014. Scaffolding can be conducted by teachers in anykind of activities in order to help children solve their problems in learning. Especially in playing block, teachers can do many ways to make physic-motoric and cognitive of children optimally developed. For example, by giving scaffolding verbally like telling a story about buildings, giving some examples of buildings through some pictures, demonstrating how to build a building, and so on. Scaffolding like this is based on belief in Piaget theory about how children construct knowledge and it is known as constructivism theory which belive that knowledge is not just a copy of something from circumstances but it is more construct thinking actively by making connection between one object with another Piaget in Foreman and Kachner, 1993. To uncover what kind of scaffolding can be effectively created by a teacher in block activities, a research is needed which aims at developing scaffolding model for block activities. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 304 Block Building Activities Block building activities have a goal to lead self control and self arrangement, planning and coordination some rules for pre- school children and providing fasilities that can show symbolic thinking and concrete manipulation Y.N. Sujiono, ar al, 2013. By playing block children blend a plan that is through describe the plan what they are going to build. Then they discuss how to build a building by blending their plan and finally execute the result of the discussion about the building. In addition, playing block encourages children to learn together in a stucture. By playing together children learn how to manage their mates, themselves, and discuss their ideas. The abillity to think symbolicly in playing block can be seen when they discuss a plan and ―blue print‖ what they are going to do. Meanwhile, the ability to arrange a pattern can be seen from the way they structure some different block shapes to be come a structured pattern. Y.N. Sujiono, dkk, 2013 Development Aspects in Playing Block Some child‘s development aspects can be developed by playing block, like physic-motoric, cognitive, social and emotion. Scaffolding The term ‗scaffolding‘ comes from the works of Wood, Bruner and Ross 1976. The term ‗scaffolding‘ was developed as a metaphor to describe the type of assistance offered by a teacher or peer to support learning. The teacher only attempts to help the student with tasks that are just beyond his current capability. Student errors are expected, but, with teacher feedback and prompting, the student is able to achieve the task or goal. When the student takes responsibility for or masters the task, the teacher begins the process of ―fading‖, or the gradual removal of the scaffolding, which allows the student to work independently Mary Firestone, http:education- portal.comacademylessonscaffoldi ng-in-education-definition-theory- examples.html. ―Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler‖ Benson, 1997. In the field of education, the term scaffolding refers to a process in which teachers model or demonstrate the problem-solving process, and then step back and offer support as needed. Psychologist and instructional designer Jerome Bruner first used the term scaffolding back in the 1960s. Mary Firestone, http:education- International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 305 portal.comacademylessonscaffoldi ng-in-education-definition-theory- examples.html. Besides, scaffolding reffers to some instructional techniques for moving children progresively to a better strong comprehention and independence in learning. In addition, scaffolding often be used to bridge learning discrapancies, for example the discrapancy between what the children have learned and what should they learn and what they have to be able to do in the limit of their study time. For instance, if the children are not in the reading level of being able to comprehend vocabularies, the teacher may use scaffolding to improve their reading level until they can achieve what is hoped they can do without assistances from others. Hence, we can say that scaffolding can reduce negative emotion the students can have when they begin to confuse, frustated, intimidated, or when their spirit in the decline because they attempted to do a difficult task without any helps, guides, or understanding they need The Glossary of Education Reform, 2014. Common Process of Scaffolding Firstly, a teacher begins teaching at the level at which students understand, and then she builds on that understanding. She then presents the problem and thinks aloud as she goes about solving it. In the process, she shows how its done by combining actions, images and language. She then does the following: 1. She repeats this process two more times, asking questions of the students along the way. 2. Each answer, right or wrong, receives a positive response from her, to encourage participation. 3. More students are asked to respond to the questions each time it is repeated. 4. Correction is provided as needed but reinforced positively. 5. When understanding appears to be achieved, students join her in solving a new problem. 6. Understanding is checked as they solve it. If more instruction is needed, more modeling is provided. 7. If students then demonstrate knowledge, she fades steps away and allows students to work independently, offering support as needed. Mary Firestone, http:education- portal.comacademylessonscaff olding-in-education-definition- theory-examples.html Constructivism Theory Constructivism theory also has a comprehension about learning that emphasize the process of learning rather than the result. Learning achievement as a goal of learning is importance, but the International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 306 process that involves learning method and strategy is also importance. In the process of learning, learning achievement, method and strategy influence thinking structure and scheme of someone. As an attempt to have knowledge, children ―construct‖ or build their own knowledge about phenomena they found with their experiences, cognitive structure, and self efficacy Dahar,1989. Therefore, learning according to Constructivism is not just remembering but more to construct knowledge through experiences. Knowledge is not a ―gift‖ from someone else likes teacher, but the result of a construction process from individual. Knowledge that comes from a ―gift‖ will not be meaningful. However, knowledge that come from construction process will have a deepen place in memory and will be remembered longer. Research Method This research employed Research and Development with following steps: Figure 1. Steps of Research and Development Research and Development is a process or steps to develop a product or to make a product more perfect. In the process, the research uses the following method: 1. Descriptive collecting data about the existing condition 2. Evaluative evaluating the experiment process of product development 3. Experiment testing the effectiveness of the final product In detail, the steps are as follow: 1. Collecting information a. The measurement of needs, that is to identify some kinds of scaffolding used by the teacher more often in playing block activities. b. Literature Study, collecting and studying literatures about scaffolding and constructivism International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 307 2. Prototype development, developing a more specific prototype of scaffolding model for encouraging block activities. 3. Scaffolding model development, developing scaffolding model for block activities: a. Identifying learning difficulties in building block, b. Developing scaffolding for playing block activities on the basis of constructivism theory. c. Identifying kindergarten will be used for experimenting the prototype of scaffolding model. d. Training the teachers how to use the scaffolding model prototype. e. Conducting limited experiment for applying the scaffolding model prototype in identified kindergarten. f. Analysing the result of the limited scaffolding model prototype experiment. g. Revising the scaffolding model prototype. h. Identifying kindergartens will be used for broader experiment of scaffolding model, i. Conducting experiment about the revised scaffolding model in 1 to 3 kindergartens. 4. Assessment: a. Field experiment at a kindergarten in Bandung b. Observation, interview, questionnaire. Population and Sample Population is the kindergarten teachers and students in Bandung. The reason to choose Bandung as the target research is that because Bandung has some high quality kindergartens and they are willing to be the research subjects. Samples are 30 of the teachers and 30 of principles. Samples were chosen randomly. For this limited experiment, the samples are some teachers and students from one class in a chosen kindergarten based on the result of the identification. The criteria for choosing the kindergarten are those which have tools and materials appropriate for the developing model, teachers who are able and willing to be samples in this experiment, and permition from the parents of the students. For the broader experiment, the samples will be some teachers and students from three classes in three kindergartens which are chosen based on the criteria. Time of the Research This research was conducted since April until Nopember 2015. Survey was chosen as the technique to collect data by using close and open questionnaire. Beside, interview to the teachers was also used to deepen understanding about the collected data. To make the data International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 308 more valid, documentation study was also conducted by looking at the teachers‘ teaching preparation. The data from questionnaire were analyzed quantitatively then were described naratively by collaborating with the data from interview and documentation study. Results and Discussion For the first data collection that is in order to create scaffolding model appropriate for children in block activities, the activity to collect data followed the steps: The data about how the teachers conducted block activiities was collected by questionnaire which were delivered to 20 teachers from some kindergartens who are studying in the same Study Group of PAUD-UT Early Childhood Education of the Indonesian Open University students in Serpong area. From the returned questionnaire, some names were taken and were phoned for interview. This activities are for deepen understanding abaout their answes in the questionnaire. To confirm their answers with what they did in ctheir class their teaching plans were analyzed. 1 The data from interview In interview with a teacher, the researcher asked why the teacher tell a story about building and it‘s circumstances. The teacher answered that she meant to bring the children to imagine a building and it‘s parts. Moreover, whrn was asked why the teachers didn‘t use visual media like, picture, film, and so on. She answered that she has no idea about that. Actually she know that children‘s thinking is still concrete, but she hasn‘t realised the value of the visual media to children‘s learning. Moreover, the researcher posed a question how if there is a child who are confuse and have no idea at all and heshe just sitdown looking at hisher friends, what will the teacher do ? The teacher said that she will give an example directly how to build a building by piling up some blocks. Furthernore, the child will be asked to continue build the building until the end of the time. 2 Documentation Data In a daily lesson plan made by the interviewed teacher, the researcher found block activities written in the main activities colomn but the teacher didn‘t write the theme of the block activities. Therefore, we can assume that the theme of block activities followed the theme of the daily lesson plan. From the data we can see the general pattern of block activities that is usually done by teachers including giving scaffolding. Based on the general pattern, the teachers asked their students to play block. The researcher and the teachers discussed and tried to find the best scaffolding model for playing block. The discussion sucessfully borned the International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 309 first generation of scaffolding model, as follows: First Design Of Scaffolding Model For Playing Block I. Preparation a. Preparing location for playing block b. Preparing blocks will be used c. Determine theme for playing block d. Choosing stories, pictures, and audio-visual for scaffolding e. Preparing children‘s readiness to play block. II. Pelaksanaan a. Telling the children the theme of playing block b. Deviding children in some groups c. Delivering blocks to every group d. Giving scaffolding by teling a story or showing pictures or showing a film about buildings and its‘ circumstances. e. Asking students to arrange block in their own group based on the theme f. Giving guidances to the children who have difficulties or do not have a good imagination in playing block g. Giving motivation to children to work in their best. III. Closing a. Evaluating child development in playing blocks b. Asking the children what they like and don‘t like in playing block c. Asking the children to tidy up the blocks put the blocks back to its‘ place 1. The prototype of the first generation was used by two research assistant teachers in classroom action research in order to make the teachers feel the advantages and disadvantages of the scaffolding model. In the classroom action research the teachers also performed the way they usually use scaffolding to see the differences between both ways in effectivity. The classroom action research was observed by the researcher and the results were discussed with the two teachers to improve the scaffolding model prototype. The classroom action research was conducted in three cycles as follow : Cycle I: Name of Kindergarten : TK Ananda Group : B Amount of student : 15 children from middle to upper class Amount of teacher : 1 person has education background S1 Learning Activities: Firstly, the teacher prepared a playing block area by International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 310 placing some carpets in her class. Then she asked the children to sit down in a half circle around her. The teacher explained that now they will play blocks with My School as the theme, so the children will make a school building. After that, by showing some school building pictures, the teacher told some details of a school building like the shape, it‘s parts, the function of each part, and so on. Then, the teacher asked the children to make some groups and began to take blocks from its‘ rack. In short time, the children start to play blocks. Firstly, the children chose some blocks and began to arrange the blocks. Although they did some trial and error, but the building was ready quickly. They also worked together very well in their own group. In this activity there was no child who has difficulties or looked confuse. From the final result of the building they made, the teacher assumed that the creativity of the children improved. The shapes of the building became more complex and have higher art value. Reflection: Telling a story as scaffolding completed by school building pictures, actually can improve child‘s imagination so their creativity arise. The building they made was more complex with higher art value. They made a building quickly like they have pattern of the building in their mind. Figure 1. Telling story as scaffolding Improvement Plan: To improve the quality of the results of playing block activity, the researcher and the teacher had a plan to replace the pictures with 3D film that shows many kinds of school buildings but the scenes in the film are not in continuity more like a slide program. Cycle II: Name of Kindergarten : TK Ananda International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 311 Group : B Amount of student : 15 children from middle to upper class Amount of teacher : 1 person has educational background S1 Learning Activities: After preparing playing block area, the teacher asked the children to sit in a half cycle around her. Then, she gave scaffolding by telling the theme of playing block for today that was school building. After that, by using a computer she played a film about school building, but this time the scenes are in continuity like a cinema. She asked children to pay attention to the film. After watching the film, she asked the children to begin to play blocks in groups. The children began to choose blocks for their own group. Their ideas seem like water flow as it happens in the first cycle. The children seem like didn‘t need time to think in arranging the blocks to be a building, like putting blocks in parallel, placing one block over another, and so on. In a group, communication among them was very rare. However, every child had contribution to the building they made. After all, children finished with their work, the teacher looked at and asked a question as well as gave a comment on what the children had done. To the researcher the teacher said that the building the children made today was as good as the building they made in the first activity. Reflection: Telling a story as a scaffolding completed by a film about school building, in fact can improve children‘ imagination as well as their creativity. The building as the result of this activity as good as the building they build in first cycle when the children were given a story completed by still pictures as a scaffolding. In the second cycle, maybe when the children watch the 3 D film where they can see some building from many directions, they confused and didn‘t know the real shapes of the building. Experiment Planning: The second scaffolding model prototype finally was formulated, that was by telling a story, making conversation, doing ask and answer questions, and watching film on the basis of the theme. After that, to see the effectiveness of theis prototype, a limited experiment need to be conducted. If this limited experiment was successful, then a broader experiment can be conducted. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 312 The result of this experiment was formulated as the second scaffolding generation. 2. The second scaffolding model revised model was experimented in another kindergarten. This experiment was to make sure the effectivity of the model if it was used by other kindergarten teachers. If disadvantages still remain, then the model will be revised. The chosen kindergarten was TK Pembina, Jl Sadang Serang, Bandung. This kindergarten was a discussion leader in its group which exist in one area in Bandung. In this kindergarten, group B was chosen with 10 children studying in this group. The procedure of scaffolding in that experiment was as follow: a. The teacher tells the theme of playing block for today b. The teacher begins question and answer activity with children about the theme in order to dig the children‘ knowledge and experience. c. The teacher tells a story about the theme for exam: in theme My School the teacher tells the shape of the school building, parts of the building, interior of the building, facilities that usually exist in that building, and so on. This activity aims at stimulating children‘ memories about school building they ever seen before. d. The teacher shows pictures of some school building. This activity aims to awaken the childs imagination about the various forms of school buildings in order to develop their imagination freely, e. If it is possible the teacher plays a video about the real school buildings. This activity aims at strengthen and broaden children‘ imagination and motivate them to build buildings like what they have ever seen. f. The teacher explains how to build a building correctly not easy to fall. That is by placing correct shape and size of the blocks the smaller block is placed over the bigger one. g. The teacher asked the children begin to play blocks by building school building based on their imagination. If the children are asked to work in a group, their social- emotional will also developed, h. During playing blocks, if there is a child who have difficulties, the teacher doesn‘t give example directly by demonstrating how to build, but just shows the child International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 313 some pictures and motivates the child to make herhis own building inspired by the pictures. i. If the children have finished with their works, then the teacher asks them what building they have made and what parts of the building include. Finally, the teacher gives positive comment about their works and give some suggestion to make the building better. j. The teacher makes note about children‘ development in playing blocks by writing descriptively their creativities and their abilities in making buildings. k. The teacher does a closing by asking the children what part of the playing blocks activity they like more and what building they want to make if they play blocks in another time. Conclusion From this research and development, we can conclude some important things as follow: 1. Scaffolding is needed in kindergarten activities in kindergarten including playing blocks. Scaffolding is needed to help children learn or think before and during completing their work in an activity. 2. On the basis of Piaget theory about constructivism, in playing blocks scaffolding aims at giving children broader pictures about various shapes and parts from some buildings. Therefore, the children will have broader imagination and ideas to make a building as they like, 3. The most effective technique in giving scaffolding at block activities: a. Telling the children a story about buildings they are going to make on the basis of the theme, including various shapes and parts of the buildings. b. Showing the children picturesfilms about buildings, but avoid showing them a film in which a building can be seen from many directions because it will make the children confuse. c. Asking and answering with the children about the buildings. d. Asking children work in groups. e. Helping children who have difficulties by stimulating their imagination. f. Evaluating the children‘s work and telling them their advantages and disadvantages in playing blocks. References International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 314 Benson, B. 1997. Scaffolding Coming to Terms. English Journal, 867, 126-127. Dahar Ratna Wilis, 1989. Teori- Teori Belajar. Jakarta: P2LPTK Dirjen Dikti. Dekdikbud. Jamie MacKenzie. 2000. in Heather Coffey, 2014, http:www.learnnc.org lppages5074 Larkin, M. 2002. Using scaffolded instruction to optimize learning. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. Retrieved September 25, 2007 from ERIC at EBSCOhost, ERIC No. ED. 474 301. Mary Firestone, http:education- portal.comacademylessonsc affolding-in-education- definition-theory- examples.html Montolalu, B.E.F., at al, 2014, Bermain dan Permainan Anak. Tangerang: Universitas Terbuka Sujiono, Y.N., at al, 2014. Metode Pengembangan Kognitif, Tangerang: Universitas Terbuka The Glossary of Education Reform, 2014 Vygotsky, L.S. 1978. Mind in Society. Cambridge, MA: Harvard University Press. Wood, D., Bruner, J.S., Ross, G. 1976. The role of tutoring in problem solving. Journal of Psychology and Psychiatry. 17.http:wiare.blogspot.com 201302teori-belajar konstruktivisme.html International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 315 Playing Number Wheel to Improve Early Numeracy Skill Action Research in Bon Thorif Kindergarten Sri Sumarni 1 , Windi Dwi Andika 2 Sriwijaya University, Palembang South Sumatera Email: yik59unsriyahoo.co.id 1 , indi_andikayahoo.com 2 Abstract Pupils‟ low early numeracy skill was found as a problem in a preliminary study with average percentage 52,05 based on observation and attitude test. This was resulted from paper and pencil activities involving drilling in the instruction. The researchers, therefore, offered direct solution for increasing early numeracy skill of kindergarten pupils B by playing Number Wheel at Kindergarten Bon Thorif located in Palembang South Sumatera, Indonesia. Number Wheel was media of pointing num bers modified from Charlesworth‟s media 2000, p.104. This media was in the shape of circle with 10 numbers from number 1 to 10 with different colours on its surface. This circle could spin at its center like a wheel and stop exactly on the clock hand pointing numbers. The method used classroom action research. The subjects were 13 pupils, 6 years old. Data collection techniques were test and non test. The data obtained from observation were gathered from field-notes and photographs. Data regarding an early numeracy skill were gathered by using an attitude test and observation. The indicator of the success of this research was shown by the improvement up to 71 for each pupil. The data analysis indicated that there was improvement 78,56 of pupils‟ early numeracy skill in the frist cycle and 99,45 in the second cycle. This proved that the improvement was significant. The implication is that playing Number Wheel can be an alternative way to increase kindegarten pupils‟ early numeracy skill. Future study is suggested to develop more innovative media to improve early numeracy skill. Keywords: Play, number wheel, early numeracy skill Introduction Numerous studies investigating the introduction of numerical concept, the use of media and strategies in teaching very young learners early numeracy skill have emerged, There is, however, a contradiction because the results of these various studies were solely theoritical and lack of concern in the prominence of delivering direct experience as the solution of the problems in order to improve eductional practice. Facts found in Bon Thorif Kindergarten were: the activity used by the teacher to help pupils to understand numerical concept was still paper-and-pencil activity. The instruction in the classroom was teacher-centered International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 316 because teacher used drilling method. Based on the preliminary study, all six-year-old pupils of Bon Thorif Kindergarten were given action test resulting in avergae percentage 52.05. This result indicated that pupils‘ early numeracy skill was still low in two aspects of early numeracy skill, i.e.: rote counting dan rational counting. This wasused as the basic analysis in determining the success of reserach, which was an improvement up to 71 Mills 2003, p.418-41 which was the deal among teachers, researchers, and fellows as collabolators. By analyzing various theories related to the problem, researchers offered a solution, i.e.: learning activity which delivered direct experience for pupils to introduce numerical concepts by using various media. Charlesworth 2012, p.8 regrads playing as a wide arena for children to develop their understanding of symbolic function which was the basis of abstract understanding such as numerical concept. Charlesworth 2000, p.104 designs a media called Shape Discrimination which is played in Shape Discrimination and matching game. The theories shows that pupils‘s numeracy skill can be improved by using playing activities involving media. In this current reserach, media used was a modification of Charlesworth‘s media which was named Number Wheel. Based on the above description, to improve six-year-old pupils‘ early numeracy skill in Bon Thorif Kindergarten, a classroom action research by using Number Wheel game was conducted. Literature View Early Numeracy Skill Pupi ls‘ early numeracy skill is very important to improve as its role is very vital on their life now or later. Samara Clements 2008, p.67-94 claims that prekindergarten period is the ideal age for children to learn early Mathematics. Apparently, the very first concept which has to be introduced is numerical concept, and early numeracy skill consequently becomes the first skill which has to be mastered by them. NCTM National Council Teaching Mathematics suggests 2 aspects taught in early numeracy skill, namely rote counting, which pupils mention names of numbers based on their memorization, and rational counting, which pupils match the names of numbers to a group of objects which has quantity as cited in Charlesworth., 2005, p.229-236. The above literature had become the basis in developing the instrument, namely an instrument of pupils‘ early numeracy skill. Table 1. Table Early Numeracy Skill International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 317 No. Early Numeracy Skill 1 Count in sequence objects 1-10 2 Count down objects 10-1 3 Pointed largest symbol of number 4 Pointed smallest symbol of number 5 Matching among number and symbol of number 6 Matching among symbol of number and number 7 Matching objects just as much 8 Matching objets not as much 9 Pointed objects more 10 Pointed objects less This instrument consisted of two indicators: 1 pupils are able to cunt numbers from 1 to 10; and 2 pupils are able to match the number to its symbol. This intruments was used to conduct an action test with checklists consisiting of 10 items of statements by using the provided scoring criteria. The realiability and validity test of this instrument was carried out through expert judgment in the fields of early childhood education, Mathematics, and language. The Relationship between Math and Play Numerous literature and research results have become references in viewing the relationship between Mathematics and games. Feldman 2000, p.97 states that an interesting, concrete, useful, and fun experience is effective in developing positive attitude of understanding mathematic concepts. A study conducted by Arnold, et al. 2003, p.762- 770 emphasized pupils‘ enjoyment in a preschool program of Head Start when pupils had to understand various matematic consepts, which in turn this enjoyment had a positive impact in students‘ mastery of mathematic skills. Hansen 2005, p.208-212 addds that the ways to introduce mathematics concepts should be a direct experience in their real life either in school or at home, and one of the ways is by playing games. Griffths Moyles 2005, p.172 claims that mathematics and games are a useful partner. Moreover, pupils‘ success in mastering mathematics is determined by the ways given by adults to introduce that Mathematics is fun and useful for their life. Mathematics and games, thus, have positive relationship between each other. Material “Number Wheel Media has been very important in a Mathematics International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 318 instruction. Park, Boyd Chae, 2008 p.157-162 consider the importance of blocks in geometrical concepts, and the same thing applies to the introduction of numerical concept that we need media to offer an ease for pupils to understand numbers. Charlesworth 2000, p.104 designs a media called Shape Discrimination played in a Shape Discrimination and matching game to introduce sh apes‘ concepts to pupils. This media consists of four to five circles with a clock hand in its center. Besides, each picture of shape in the circles has its couple in the cards. The way ho to play this game is that pupils are asked to spin the clock hand in the center of the circles and wait until the clock hand stops and points at a particular picture of shape, such as triangle. Then, they are asked to match the picture to the card containing the same shape. Fig. 1. Number Wheel In this research, the media was a modification from Charlesworth‘s media, and named Number Wheel. The Number Wheel consisted of two parts, namely main part and supporting part. The main part is a circle with numbers from 1 to 10 written on it. Each number had different color and there were pictures of objects which the number of these pictures are the same as the written number. The pictures on the Number Wheel are in line with the current themes. This circle could spin on its center which was on the buffer pole, so that it could be spun to point at one of the ten numbers written on the circle. The supporting parts were buffer pole and clock hand. This pole was the place in which the circle and the clock hand were conncted. The clock hand was static, and the circle was dynamic. The was how to play the Number Wheel was: first, the circle was spun until it stopped and its clock hand pointed at a particular number. Then, pupils were asked to count the number of pictures pointed International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 319 by the clock hand. Playing Number Wheel was always accompanied by acompanying activity which was counting the number of objects which was suited with the learning themes. The procedure of playing Number Wheel could be integrated into the classroom through: 1 conditioning with stories, wathcing videos, etc; 2 aperception of theme, sub-theme, and accompanying activity; 3 explaining the way to play Number Wheel; 3 creating the playing rules together; 4 paying Number Wheel and followed by accompanying activity in line with the theme; 5 administering action test in the end of the cycle; and 6 reviewing the activity. The modifications from Charlesworth‘s media 2000, p.104 were 1 buffer pole was added as one of the components of the media; 2 the was to play Number Wheel was different from Shape Discrimination game which it was the circle spinning in Number Wheel game while it was the clock hand spinning in the latter one; and 3 the mathematic concept used was different as the Number Wheel introduced numerical concept while Shape Discrimination introduces shape‘s concepts. Research Method The procedure in this classroom action research consisted of 4 phases, namely ―planing, acting, observing, and reflecting‖ by Kemmis, S, McTaggart, R 2000, p.567-607. Based on the preliminary study, the average of pupils‘ early numeracy skill was 52.05. This result was the basis of the use of Number Wheel game to improve pupils‘ early numeracy skill. This research is started by lesson plan by using Number Wheel in the frist cycle which consisted of 6 meeting and accompanying activity with My Nation as theme and the way of Kubu tribe, South Sumatera looked for food as sub-theme and the activities were: 1 counting the caught fish; 2 counting stabbing animals; 3 counting the picked fruits. Another sub-theme was knowing the creations of Allah, such as human being, animals, and plants. This sub-theme was presented in three activities, namely: 1 counting the number of persons and the parts of body; 2 counting the number of shells; and 3 counting the numbers of Durian‘s seeds. During the learning process by using Number wheel, the instrument of action of the game was filled out by collaborators consisting of researchres, teachers, and fellows collaboratively. Then, action test was administered by using early numeracy skill‘s instrument. The total percentage of the scores obtained was calculated and it was found that the average percentage was 78.56. Referring to the deal of the indicator of sucess of the research International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 320 which was 71, apparently there was a pupil named Pine whose numeracy skill was 70.56. It showed that the success indicator was not achieved. Thus, collaborators did a reflection of the weaknesses of the given intervention in the first cycle, so that there were revisions in the intervension given the the second cycle. The revisions were the change of setting from indoor to outdoor, the seat was change from classical to circle shape, and accompanying activity which demanded pupils count and manipulate the counted objects. The second cycle was conducted in 6 meetings with Universe as the theme and the sun, the moon, and stars as the sub- themes. This theme was represented in the following activities: 1 counting the shapes of the sun, the moon, and stars; 2 counting the number of clothes put under the sun ray; 3 counting the number of the stars in the picture. The next sub- theme included water, fire, and air and was represented in following activities: 1 counting the number of glasses in which I my self poured the water; 2 Counting the number of candles in my cake; and 3 counting the number of bubbles I made. Fig. 2. Playing Number Wheel and Accompniying Activity During the intevention process by using Number Wheel, the instrument of action of the game was filled out by collaborators consisting of researchres, teachers, and fellows collaboratively. Then, action test was administered by using early numeracy skill‘s instrument. The total percentage of the scores obtained was calculated and it was found that the average percentage was 99.45. Referring to the deal of the indicator of sucess of the research which was 71, apparently all pupils‘ early numeracy skill had achieved more that the indicator of success, especiall Pine whose skill improved to 99.44. Thus, all International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 321 collaborators still did reflection, but the intervention by using Wheel Number was stopped. Results and Discussion The results of the research were analysed into two ways, namely inferential statistics and qualitative analysis. Based on the analysis of inferential statistic shwon by the percentage table 1. and chart 1., it was found that the improvement average of pupils‘ early numeracy skill in the first cycle was 78.56. It is implied that there was improvement 26.51, if it is compared to the findings in preleminary study or pre-cycle which was 52.05. It was also found that the imperovement average of pupils‘ early numeracy skill in the second cycle was 99.45. It is implied that there was improvement 47.4, if it is compared to the findings in preleminary study or pre-cycle which was 52.05. These two results indicated that there was significant improvement of pupils‘ early numeracy skill by using Number Wheel as it was proven that pupils‘ early numeracy skill was getting improved from the first and second cycle, i.e.: from 26.5 to 47.45. Table 2. Table Improvement Early Numeracy Skill in Precycle, Cycle 1, and Cycle 2 Subject Precycle Cycle 1 Cycle 2 Total Improvement 1 46,67 73,3 97,78 51,13 2 40 72,78 98,89 58,9 3 40 70,56 99,44 59,4 4 56,67 80 100 43,33 5 40 73,89 97,78 57,8 6 46,67 73,89 99,44 52,73 7 55 73,3 100 45 8 63,33 93,89 100 36,67 9 51,67 72,22 100 48,33 10 63,33 92,78 100 36,67 11 56,67 82,2 100 43,33 12 53,33 76,67 100 46,67 13 63,33 86,67 100 36,67 Average 52,05 78,56 99,45 47,45 International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 322 Fig. 3. Graph Imrovement of Early Numeracy Skill The results of the qualitative analysis can be seen in the data display described. In the preleminary study, a pupil named Pine was not able to arrange the number symbol into correct order. It was indicated by the order from 4,5,1,2,and 9. The pupil also was not able to match certain number to its symbol of number. It was indicated by the pupil‘s performance which mathed 4 seeds of red bean to the symbol of number 7. After the use of Number Wheel game carried out in 2 cycles, the pupil‘s early numeracy skill improved. It was shocwn by the fact that Pine was able to count the number of stars without teacher‘s help. Besides, Pine was able to match the symbol of number 7 to the picture of seven stars. Moreover, when Pine was asked to show which one is more and which one is less in number, he was able to point number 8 with 8 seeds of red bean which was more in number and symbol of number three with three seeds of red bean which was less in number. The researchers made Pine as the indicator of class‘ success, as Pine had the lowes early numeracy skill compared to his friends. Based on the facts described above, it can be concluded that there was significant improvement o f pupils‘ early numeracy skill. In the previous related research, Siegler and Ramani 2009, p.545- 560 reported, ―A comparison of the effects of linear or circular board games on the development of children‘s early numeracy skills, based on a sample of 88 low-income children from 7 Head Start classrooms and 2 child care centers who randomly received either a linear board came, a circular board game, or a numerical activities intervention‖. Its relevance to the current research is that both research investigated the effect of using instructional media in Mathematics instruction on pupils‘ early numeracy skill. However, the point which bot research is different is in terms of objectives and the scope of effect of the research. Siegle‘s and Ramani‘s research aimed to investigate the International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 323 effect of the media while this current research aimed not only to investigate but also to implement the use of instructional media directly so that the positive effect could be gained directly by the students. The limitations of this research are: 1 the researchers conducted this research only on 13 pupils in one class so that the impact was not seen in broader scope; 2 the research did not provide many good pictures of documentation as the collaborators‘ skill in taking pictures was not really good so that there were many photos which were not used as they were not good; 3 the quality of the materials made into the Number Wheel game was medium as the fund of the research was researchers‘ personal fund and there was no fund support from any parties. Conclusion Pupils‘ low early numeracy skill was found as a problem in a preliminary study with average percentage 52,05 based on observation and attitude test. The researchers, therefore, offered direct solution for increasing early numeracy skill of kindergarten pupils B by playing Number Wheel at Kindergarten Bon Thorif located in Palembang South Sumatera, Indonesia 2011. In order to give broader impact to pupils to improve their early numeracy skill by developing instructional media of early numeracy skill which was more creative and innovative, a further study is necessary. This is because the research which modifies some existing instructional media to improve 6-year- old pupils‘ early numeracy skill was not limited by Number Wheel game only. Much reserach is needed regarding this. Besides the fact that the reserach in this scope has not been much, the results of the research can be used as an alternative way for teachers, parents, and stakeholders to improve pupils‘ early numeracy skill which was very prominent to be developed for children as their foundation to master further mathematic concepts to be implemented in their daily life now or later. References Arnold, David H.; Dobbs, Jeniffer; Doctoroff, Greta.; Fisher, Paige H. 2003. Accelerating math development in Head Start Classroom. Journal of Educaton Psychology, 94 4, 762-770. Chalesworth, Rosalind. 2000. Experience in Math for Young Children pp.104.USA, Delmar Thomson Learning, Charlesworth Rosalind. 2005. Prekindergarten Mathematics: Conecting with national standards. Early Childhood Education Journal, 32 4, 229-236. Charlesworth, Rosalind. 2012. Experiences in Math for International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 324 Young Children 6rd ed pp.8. USA, Wadsworth, Cengange Learning. Feldman, R., Jean. 2000. A Survival Guide for the Preschool Teacher pp.97. New York, The Center for Applied Research in Education,. Hansen, Laurie. 2005. ABCs of Early Mathematics Experiences. Teaching Children Mathematics, 124, 208-212. Kemmis, S, McTaggart, R. 2000. Participatory action research. In N. K. Denzin Y.S. Lincoln Eds, Hand of qualitative research 2nd ed pp.567-607. Thousand Oaks, Ca, Sage. Moyles, R., Janet. 2005. The Excellence of Play pp.172. USA, Open University Press. Mills, Geofrey E. 2003 Action Research A Guide for the Teacher Research. pp.418- 419. New Jersey, Person Education, Park, Boyoung, Boyd, Barbara Foulks, Chae, Jeong-Lim. 2008. Young Children‘s Block Play and Mathematical Learning. Journal of Research in Childhood Education, 232, 157-162. Raiser, Robert A. Dempsey, John. Trends and Issues in Instructional Design and Technology, 3rd nd pp.5. New York, Pearson. Samara, Julie., Clements, Douglas H. 2008. Mathematicians in Early Childhood. In Contemporary Perspectives on Mathematics in Early Childhood Education. pp.67- 94. Charlotte. NC, Information Age Publishing. Siegler, Robert S., Ramani, Geetha B. 2009. Playing Linear Number Board Games but Not Circular Ones-Improves Low- Income Preschoolers‘ Numerical Understanding. Journal of Educational Psychology, 1013, 545-560. International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 325 The Increase of Early Childhod’s Motoric Development with Thematic Approach Hendra Sofyan Jambi University, Kampus Pinang Masak, Jl. Jambi Muara Bulian KM.15 Mendalo Darat, Jambi 36361 Email: hendrapaudyahoo.co.id Abstract The objective of this research is to increaseearly childhood‟s development by using of thematic approach. This action research conducted at Nakkia Kindergarten Group B Jatiwaringin Pondok Gede. This research usedin which 15 childhood of six years old were participated. The development by Kemmis and Tegart which twocycles and each cycle has four steps. They are as follow:1 plan, 2 action, 3 observe, and 4 reflect. The action research applied to research methods they where qualitative and quantitative research, data analized by using Spradley data analysis model. The research result shows the applying thematic approach wich involved various methods, media and activities increase the development of the children of six years old especialy in motoric development: gross motor and fine motor. Futhermore, the research result can be applied to increase early childhoods development with thematic approach, mainly for learning planning, learning development for teachers, and curricullum in higher education. Keywords: early childhood‟s motoric development, thematic approach Introduction Early Childhood Education ECD is intended to assist the growth and development of children optimally, so has the readiness to enter further education. To achieve optimal development in various aspects of development, many problems faced in the early childhood learning as a problem related to aspects of early childhood development, in kindergarten Nakkia Jatiwaringin 2013 first semester of the school year in group B. The problem is apparently due to lack of teachers in the learning process plan weekly and daily activity unit, building activities are poorly planned development, the use of areas and themes that are less effective, the selection of methods and media that were not appropriate, the general problem motoric development in the category less with the data, as follows: Children who have a good development, 16.67, 32.22 and sufficient progress less progress 51.11. Based on this background, the researchers wanted to focus research Improved motoric development of the Early Childhood Thematic Approach. This study uses the main theories: Chomsky, Old, dan Lovit International Conference Semarang Early Childhood Research and Educational Talks Semarang, Indonesia 13 – 14 May 2016 Semarang Early Childhood Research and Education Talks 326 theory of motoric development. Implementation of such as learning process, it aims to optimize aspects of motoric development of children. Motoric development to find the desired person Santrock, 2012: 278. The success of all aspects of the process optimization of existing development in children is influenced by many factors. These factors include: Quality of teachers in designing and implementing the learning process, available infrastructure, curriculum, and motivation of students Abdurahman, 2003: 13. Other factors are also influential are: learning strategy, learning management, and provision of reinforcement. Teachers become one of the important factors in the success of early childhood education, which is reflected in the potential development of the child during the process of learning through play in accordance with the theme being taught at that time. Playing is one of the main tools into practice for growth and development. when children are playing, in fact many aspects of development that are directly involved is growing Hendra Sofyan,

2014: 55.