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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.
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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.
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North Hendren.
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Desmond, Grieshop, Subramaniam. 2004. Revisiting Garden-
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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:
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Lohr Mims. 2005. Children‘s Active
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Plants Influence Their Attitudes and
Actions toward Trees and Gardening as Adults. Journal
Youth in Horticulture. Juli- September 2005 vol 153.
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2015. A
Garden-Based Approach to Teaching Life
Science Produces Shifts in Students‘ Attitudes toward
the Environment.
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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
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Remaja Rosdakarya.
Mustaqim, M 2012. Meningkatkan Hasil Belajar Siswa Melalui
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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
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Desa Sukamantri, Bogor, Jawa
Barat.Jurnal Pendidikan
Anak Usia Dini. Vol 6, No. 2 2012.
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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
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Remaja Rodakarya. Thorp, L., Townsend, C. 2001,
December 12. Agricultural education in an elementary
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253 Waliczek, T Zajicek, J. 1999.
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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
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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
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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,
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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
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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
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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
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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.
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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
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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
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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
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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.
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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
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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.
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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
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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
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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
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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
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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
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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
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Semarang Early Childhood
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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
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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
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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
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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
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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.
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282
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
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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
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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
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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
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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
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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.
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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
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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
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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.
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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
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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
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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
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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.
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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
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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
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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
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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
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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
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Boyle, Gemma L., Janet Fletcher, Hogben, John H.,
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Linda;. 2015. Smoothing Children‘s transition into
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Leslie. 2015. Cultivating Human Abilities: Engaging
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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
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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.
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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-
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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
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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
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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
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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
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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
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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
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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.
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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
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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
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Semarang Early Childhood
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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
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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
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Semarang Early Childhood
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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
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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
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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
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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
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Semarang Early Childhood
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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
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Semarang Early Childhood
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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
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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
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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
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Semarang Early Childhood
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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.
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Semarang Early Childhood
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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
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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.