Handling My Difficulties in Telling The Story To Pupils of Kindergarten Level B At Paulus Kindergarten.
ABSTRACT
Dalam Tugas Akhir ini, saya membahas mengenai kesulitan
menyampaikan cerita kepada anak-anak di kelas TK B di sekolah TK
Paulus. Masalah ini berdasarkan pengalaman magang saya sebagai
asisten guru Bahasa Inggris di sekolah tersebut. Saya membahas tentang
penyebab permasalahan, dampak dari masalah, dan beberapa pilihan
solusi berdasarkan analisa dari buku, artikel, dan pengalaman magang.
Ada beberapa penyebab yang timbul dari permasalahan yang dihadapi
di TKK Paulus. Penyebab yang pertama adalah saya tidak memiliki
pengalaman dalam menyampaikan cerita kepada anak-anak. Kedua, saya
tidak mempersiapkan diri dengan baik dalam menyampaikan cerita
kepada anak-anak, dan yang ketiga saya tidak percaya diri saat bercerita
kepada anak-anak. Masalah ini memiliki dua dampak yaitu, yang pertama
saya tidak dapat menyampaikan cerita dengan baik dan yang kedua anakanak kurang mengerti cerita yang saya bawakan. Selain dari penyebab
dan dampak permasalahan, saya juga menganalisa beberapa pilihan
solusi yang yang sesuai untuk mengatasi permasalahan saya. Solusisolusi tersebut juga memiliki beberapa dampak positif dan dampak negatif.
Saya memilih seluruh pilihan solusi yang dianalisa untuk mengatasi
permasalahan ini. Sebelum bercerita, saya akan mempersiapkan materi
termasuk berlatih dengan menggunakan alat peraga peraga untuk
bercerita. Selain itu, saya akan memberikan aktifitas kepada anak-anak
sebelum bercerita, selama bercerita, dan setelah bercerita. Terakhir, saya
akan berlatih untuk menyampaikan cerita di rumah dengan menggunakan
intonasi, gerakan, dan ekspresi wajah yang sesuai.
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TABLE OF CONTENTS
ABSTRACT..........................................................................................i
DECLARATION OF ORIGINALITY.....................................................ii
ACKNOWLEDGEMENTS...................................................................iii
TABLE OF CONTENTS......................................................................iv
CHAPTER I. INTRODUCTION............................................................1-6
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS...................................................7-9
CHAPTER III. POTENTIAL SOLUTIONS............................................10-14
CHAPTER IV. CONCLUSION..............................................................15-18
BIBLIOGRAPHY
APPENDICES:
A.
B.
C.
FLOWCHART
THE TRANSCRIPTION OF THE INTERVIEW 1
THE TRANSCRIPTION OF THE INTERVIEW 2
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APPENDIX B: THE TRANSCRIPTION OF THE INTERVIEW 1
Name of interviewer
: Gladys Stephanie
Name of respondent
: Mrs. Diana Pupung Sumiarsih
Day and date of interview
: Monday, April 02, 2012
Place of interview
: TKK Paulus, at class
Gladys: selamat siang, ibu.. hari ini hmm saya mau hmm menginterview
tentang sejarah Sekolah Paulus.
Mrs. Diana: selamat siang..
Gladys: pertanyaan yang pertama, sudah berapa lama ibu mengajar di
sekolah TK Paulus ini?
Mrs. Diana: sudah 21 tahun.
Gladys: terus, hmm kapan TKK Paulus ini didirikan?
Mrs. Diana: TKK Paulus ini didirikan pada tanggal 17 juni 1971
Gladys: oo iya ok.. pertanyaan yang ketiga siapakah pendiri TKK Paulus?
Mrs. Diana: Ibu Tedjajuwana.
Gladys: Ibu Tedjajuwana yah.. ok.. lalu siapa saja yang pernah menjabat
sebagai kepala sekolah di TK Paulus ini?
Mrs. Diana: ya, untuk mengenai tahunnya saya juga kurang hafal, tapi
yang pertama Ibu Tedjajuawana, yang kedua Ibu Melly L. Y. Warouw,
yang ketiga Ibu Zifora Saduk Tolamanu Adutai.
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Gladys: ok.. hmm, brp lama dari setiap masing-masing kepala sekolah
menjabat? Kurang lebih berapa tahun?
Mrs. Diana: lama yah..ini tidak ditentukan. Seperti Ibu Tedja itu menjabat
dari tahun 1971-1993 sampai beliau berusia 82 tahun. Ibu Melly dari tahun
1993-2003. Yang terakhir Ibu Saduk dari tahun 2003 sampai sekarang.
Gladys: ooo iya, hmm.. lalu bagaimana perkembangan TKK Paulus dari
pertama didirikan smapai dengan sekarang?
Mrs. Diana: hmm, pada saat pertama kali saya mulai mengajar itu
muridnya sangat banyak mencapai 224 siswa, tetapi lama-lama menjadi
berkurang mungkin karena banyak TK yang didirikan di sekitar Paulus dan
di daerah kompleks-kompleks.
Gladys: kalau boleh saya tau, ibu mulai mengajar di sekolah ini dari tahun
berapa?
Mrs. Diana: tahun 1990.
Gladys: berapa jumlah murid yang dimiliki TKK Paulus saat ini?
Mrs. Diana: 38 siswa.
Gladys: hmm, berapa jumlah guru yang dimiliki TK Paulus saat ini?
Mrs. Diana: 3 guru kelas dan 4 guru mata pelajaran?
Gladys: hmm, lalu berapa kelas yang dimiliki TKK Paulus saat ini?
Mrs. Diana: ada 3 kelas, satu playgroup, satu TK A, satu TK B.
Gladys: hmm, pertanyaan yang terakhir, apa visi dan misi dari TKK Paulus
ini?
Mrs. Diana: visinya menjadi sekolah unggulan untuk mewujudkan insane
yang kasih dan cerdas.
Gladys: lalu misinya?
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Mrs. Diana: memberikan layanan pendidikan Kristen yang berkualitas dan
berdaya saing. Yang kedua memberikan layanan tata kelola dengan
standar pelayanan prima.
Gladys: terima kasih ibu. Sekian wawancara dari saya.
Mrs. Diana: sama-sama..
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APPENDIX C: THE TRANSCRIPTION OF THE INTERVIEW 2
Name of interviewer
: Gladys Stephanie
Name of respondent
: Mrs. Elsa D. Nian. G
Day and date of interview
: Thursday, March 22, 2012
Place of interview
: TKK Paulus, at staff office
Gladys: slamat siang, bu. Hmm siang hari ini saya mau menginterview
soal storytelling. Hmm, saya mau menanyakan ibu sudah berapa lama ibu
mengajar di TKK Paulus ini?
Mrs. Elsa: saya mengajar di sini sejak tanggal 01 July 2003.
Gladys: ok.. terus bagaimana pengalaman ibu saat pertama kali ibu
mengajar storytelling?
Mrs. Elsa: hmm, pengalaman pertama saya mengajar storytelling,
kebetulan saya itu guru sekolah minggu dan saya terbiasa bercerita.
Tetapi memang sejak saya masih kecil saya memang sudah senang
sekali bercerita.
Gladys: oohhh begitu. Lalu bagaimana menyampaikan storytelling agar
menarik untuk anak-anak?
Mrs. Elsa: hmm, menyampaikan storytelling agar menarik kita lihat situasi
dan kondisinya. Misalnya seperti ini, jika kita melihat situasinya anak-anak
sedang berisik, kita buat mereka untuk focus tanpa kita harus menegur
mereka. Misalnya ehmm dengan intonasi. Ada tekanan-tekanan nada
yang membuat misalnya cerita tentang rusa dan buaya. Kita membuat
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emm ketika si buaya hendak memakan si rusa, jadi kita memberikan
tekanan pada, jadi kita memberikan tekanan pada apa yah. Gimana
caranya kita menyampaikan dengan intonasi yang berbeda. Jadi, ketika
kita berbicara sebagai rusa, hmm intonasi kita berbeda ketika kita
berbicara sebagai buaya dan intonasi ketika kita marah, ketika kita merayu
si buaya supaya tidak memakan si rusa. Itu ada perbedaan intonasi yang
membuat anak-anak menarik.
Gladys: oo iya.. lalu bagaimana menangani anak yang tidak perhatian
pada saat ibu sedang storytelling?
Mrs. Elsa: ya itu seperti saya bilang, ketika anak-anak mulai tidak
perhatian kita buat aaaaaa (teriakan) langsung anak-anak seperti kaget
wah ada apa yah koq mam bisa teriak seperti itu yah. Jadi seperti itu kirakira. Kita membuat kehebohan dalam cerita itu sehingga membuat anakanak bertanya ehh ada apa dalam cerita itu yah.
Gladys: terus materi dan alat bantu mengajar apa yang biasa ibu gunakan
untuk storytelling? Materi itu bisa topic dari ceritanya, kalau alat bantu itu
seperti teaching aidsnya.
Mrs. Elsa: kalau alat bantu tergantung dari bercerita itu alat peraganya
bisa lewat infokus, terus hmm apalagi gambar yang besar, buku, atau
puppets.
Gladys: lalu apa tujuan mengajar melalui storytelling?
Mrs. Elsa: tujuannya, kebetulan saya selalu mencari cerita yang selalu
mengedepankan moral. Ada pesan-pesan moral yang terdapat di dalam
cerita tersebut. Jadi suka ada cerita yang tidak ada pesan moralnya yah,
nah cerita seperti itu tidak pernah saya ambil, karena tujuan saya bercerita
ada pesan-pesan moral yang akan saya sampaikan ke anak-anak.
Gladys: terus, apa saja yang dapat diajarkan melalui storytelling?
Mrs. Elsa: tentang prilaku yang baik, seperti itu. Oleh sebab itu setelah kita
selesai bercerita, saya akan bertanya apakah di dalam cerita tadi tokoh si
A berbuat baik atau tidak, kalau dia tidak berbuat baik bagaimana. Jadi
emm ada tanya jawab.
Gladys: kalau untuk menambah vocabulary mereka bagaimana? Apakah
bisa melalui storytelling atau bagaimana?
Mrs. Elsa: bisa.. jadi emm biasanya setelah saya bercerita dalam Bahasa
Inggris, saya terjemahkan kembali ke dalam Bahasa Indonesia dan cerita
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storytelling saya, saya kalau bercerita itu tidak berdasarkan buku semata,
jadi ada improvisasi. Jadi sehingga kalau baca sesuai dengan kata-kata
yang ada di dalam buku tidak menarik yah buat anak-anak. Tapi kalau kita
ada improvisasi, gaya bahasa, ada tekanan, ada intonasi, ada kata-kata
yang membuat anak-anak menarik itu justru lebih anak-anak tertarik.
Gladys: lalu bagaimana pemilihan bahan cerita untuk anak-anak? Apakah
dari bahan pelajaran yang ibu berikan minggu lalunya atau menggunakan
bahan baru?
Mrs. Elsa: biasanya setelah saya mengajarkan tema minggu lalu, nah
minggu depannya saya berikan cerita supaya pelajarannya tidak
membosankan bagi anak-anak dan lagi dengan bercerita anak-anak
kembali diingatkan bahwa minggu lalu tuh kita belajar tentang ini ini ini
tanpa mereka sadari ketika saya bercerita mereka mengulang kembali
pelajaran yang sudah dilakukan pada minggu sebelumnya.
Gladys: jadi ibu mereview pelajaran minggu sebelumnya. Lalu bagaimana
kriteria pemilihan cerita yang digunakan untuk mengajar anak umur 5-6
tahun?
Mrs. Elsa: kriterianya pertama satu ada pesan moralnya atau tidak, kedua
dari gambar. Kadang-kadang buku cerita itu ada yang gambarnya tidak
menarik. Anak-anak itu senang sekali dengan gambar-gambar yang
menarik. Justru itu yang membantu kita untuk bercerita. Begitu kira-kira.
Gladys: kegiatan apa yang digunakan sebelum dan sesudah storytelling?
Mrs. Elsa: hmm, kegiatan yang dilakukan saya biasanya tanya jawab.
Misalnya saya mau bercerita tentang itu tadi yah misalnya tentang rusa
dan buaya. Kita kembali ke pelajaran wild animal. Wild animal itu pada
minggu lalu apa yang pernah kamu lihat di kebun binatang? Mereka
sebutkan binatang ini binatang itu. Setelah mereka sebutkan itu baru
intinya yah. Terus tentang mereka tinggal di mana. Si buaya tinggal di
mana, si rusa tinggal di mana. Jadi tentang lingkungan si binatang dari
tiap-tiap tokoh. Banyak hal yang bisa kita tanyakan sebelum dari bercerita.
Sesudah anak-anak focus tentang binatang baru kita bercerita. Setelah
bercerita, biasanya saya melakukan tanya jawab lagi. Di situ saya bisa
melihat apakah mereka menyimak atau tidak. Kalau mereka menyimak
mereka bisa menjawab semua pertanyaan saya, jika tidak menyimak
mereka yang ada cuman ternganga yah tidak bisa menjawab begitu kirakira.
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Gladys: bagaimana sitting arrangement yang paling baik untuk
storytelling?
Mrs. Elsa: hmm, saya selalu menggunakan posisi setengah lingkaran.
Jikalau menggunakan posisi lingkaran, maka yang di belakang tidak bisa
melihat gambar dan melihat ekspresi muka saya, karena ketika saya
bercerita marah, saya akan menunjukan ekspresi marah, jika tertawa saya
akan tertawa terbahak-bahak sampai akhirnya mereka pun ikut tertawa.
Karena ekspresi juga membantu yah. Ekpresi, gerakan kita, atau apapun
yang kita lakukan, nada yang keras sangat mempengaruhi cerita tersebut.
Gladys: lalu pertanyaan terakhir, bagaimana menggunakan gestures,
suara, body language, ekspresi muka pada saat storytelling?
Mrs. Elsa: ya itu seperti yang tadi saya bilang harus berbeda-beda yah.
Ketika saya memerankan, emm saya biasanya kalau bercerita itu saya ga
diem. Ketika saya berdiri saya bergerak ke sana kemari layaknya seorang
apa yah, emm pemain sinetron tunggal kali yah karena ketika saya
menjadi rusa saya bersuara sangat lembut, tetapi ketika saya berperan
menjadi buaya saya langsung menegaskan suara saya. Jadi ada intonasi,
ekpresi. Biasanya ekspresi menjadi buaya akan seram, tetapi kalau rusa
saya pasang muka ceria selalu dan lincah, lari ke sana lari ke sini. Jadi
memang saya terbawa oleh cerita tersebut. Saya jadi seolah-olah menjadi
tokoh yang ada pada cerita tersebut.
Gladys: ok kalau begitu. Terima kasih atas waktunya. Selamat siang ibu.
Mrs. Elsa: terima aksih kembali. Selamat siang.
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CHAPTER I
INTRODUCTION
A.
Background of the Study
In this term paper I would like to analyze a problem related to
storytelling to children. Based on an article entitled "What is Storytelling", it
is stated that, "Storytelling is the art of using language, vocalization, and
physical movement and gesture to reveal the elements and images of a
story to specific, live audience" (par. 1). Storytelling can be entertaining
and motivating for the children. According to an article "The Benefit of
Storytelling", it is stated that, "The story consists [of] manners, values, and
moral messages" (par. 1). Therefore, it is suitable for teachers to use
stories to teach children.
Storytelling is necessary for teaching English to children. Wright
explains that, “Stories, which rely so much on words, offer a major and
constant source of language experience for children” (3). Storytelling can
help the children to learn a language. Furthermore, England states that
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storytelling is important for children to develop: “Self awareness” (par. 6),
“empathy” (par. 10), “social skills” (par. 11), “language skills” (par. 13),
“attention skills” (par. 15), “thinking skills” (par 17), and “creativity” (par.
18). It can be seen that storytelling is beneficial for children’s learning.
I had an experience in storytelling during my internship at Paulus
Kindergarten (henceforth, PK) in July-September 2011. I taught pupils of
Kindergarten level B aged 5-6 years old and the number of the pupils was
18; there were 10 girls and 8 boys. The characteristics of children aged 56 years, according to an article "Raising Children Network", are as follow:
they are “more independent and in control of his behavior” (par. 5), they
“like rules” (par.8), they “understand a lot more about things” (par.9), they
“become a very good at sorting things” (par. 9), and they “like to tell stories
and give short talks” (par. 18). Knowing the characteristics of the children
is important for the teacher to teach them effectively and choose the right
activities for them, such as choosing key new words, drawing and coloring,
and retelling the story.
When I did my internship in PK, there was a storytelling lesson. That
was my first time to deliver the story to the children in Kindergarten level B.
I had to deliver the story for 30-45 minutes, but in fact, I did not know how
to tell the story correctly. I felt nervous when I had to tell the story to the
children, because I was afraid that the story would not be interesting.
During the storytelling, the children also seemed bored with my story. It
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made me feel sad and become not confident during the storytelling. It can
be seen that I had problem in delivering the story to the pupils of level B at
PK.
Based on this problem, I would like to discuss how to overcome my
difficulties in storytelling to children at PK and find the best solution. This
term paper will help me to overcome my problem in storytelling to children.
B. Identification of the Problem
The analysis of this problem is formulated in the following research
questions:
1. Why did I have difficulties in storytelling in English to pupils of
kindergarten level B at Paulus Kindergarten?
2. How could I overcome my difficulties in storytelling effectively?
C. Objectives and Benefits of the Study
The first objective of the study is to find the causes of the problem of
my difficulties in storytelling in English to pupils of kindergarten level B at
PK. The second objective is to find the best solutions to overcome my
difficulties in storytelling to children.
The benefits for the teachers at PK are they will get some insights on
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storytelling and they can develop their ability to be more creative in doing
it. Then the benefit for the readers is to improve their knowledge about
storytelling. As for me, the benefit is to develop my ability and knowledge
in storytelling.
D. Description of the Institution
Based on the interview with Mrs. Diana Pupung Sumiarsih, S.Pd, as
the home teacher of Kindergarten level B, it is stated that Paulus
Kindergarten (henceforth PK) was established on 17 June 1971. PK is
located at Jl. Dr. Rajiman No. 11. The founder of Paulus Kindergarten was
Mrs. Tedjajuwana. She also became the Headmistress at Kindergarten
and Primary School Paulus from 1971-1993. The second Headmistress
was Mrs. Melly L. Y. Warouw who served from 1993-2003, and since 24
February 2003 the Headmistress has been Mrs. Dra. Zifora Saduk
Tolamanu Adutai. The number of teachers in PK is 7 and the number of
the pupils is 38. The number of pupils in Playgroup is 8 children, 12
children in level A, and 18 children in level B. The Vision of PK is to
become an excellent school which educates the students to be loving and
intelligent. The first mission of PK is to provide qualified and competitive
Christian education services. The second mission is to provide
management services with the excellent standard.
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E. Method of the Study
The data for this study is based on my teaching experiences in PK
during my internship in July-September 2011, the interview with the
English teacher, the observation at class, my internship journal, and library
research. The data of library research are from printed sources and
electronic sources. The data that I found is used to analyze the causes,
the effects and the potential solutions.
F. Limitation of the Study
In this research, the subjects are me, as the assistant of English
teacher at PK, and 18 children aged 5-6 years old as pupils in
Kindergarten level B at PK. The period of teaching is from 21 July 2011
until 15 September 2011. The respondent of the interview is Mrs. Elsa D.
Nian G. as the English teacher at PK. The focus of this study is on
storytelling to children.
G. Organization of the Term Paper
The first part of this term paper is the Abstract, the overall summary of
the final paper in Bahasa. Second is the Declaration of Originality, and
then the next parts are Acknowledgements and Table of Contents. Chapter
One is the Introduction, containing Background of the Study, Identification
of the Problem, Objectives and Benefits of the Study, Description of the
Institution, Method of the Study, Limitation of the Study, and Organization
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of the Term Paper. Chapter Two is about Problem Analysis. In this chapter
I explain the causes and the effects of my problem. Chapter Three is about
Potential Solutions to overcome my problem. In Chapter Four, I explain the
conclusion of all the analysis. The last part is the Bibliography and the
Appendices which contain the flowchart, the transcription of the interview
with Mrs. Diana Pupung Sumiarsih, S.Pd, and the transcription of the
interview with Mrs. Elsa D. Nian. G.
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CHAPTER IV
CONCLUSION
Before presenting the best solution for the problem in this chapter, I
would like to present the summary of the previous chapters. The problem
that I discuss is I had difficulties in storytelling to pupils of kindergarten
level B at PK. There are three causes of the problem; namely, I did not
have any experience in storytelling with children, I was not well-prepared
to deliver the story, and I was not confident when telling the story to the
children. There are also two effects of the problem; namely, the story was
not interesting for the children, and children did not understand the story.
Besides the causes and the effects of the problem, there are three
potential solutions to solve the problem. The first potential solution is I will
prepare my materials, including practicing using visual aids. Second
potential solution is I will include the pre-activity, during, and post-activity
for storytelling. Third potential solution is I will practise to deliver the story
at home using intonation, gestures, and facial expression. Based on the
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analysis in the previous chapters, I would like to choose the best solution
to solve the problem. The best solutions are the combination of all
potential solutions, namely, I will prepare my materials, including practicing
using visual aids; I will include activities before, during, and after
storytelling; and I will practise to deliver the story at home using intonation,
gestures, and facial expressions.
I have chosen all potential solutions because the combination of three
solutions will be effective for me to become a good storyteller. First, I will
do the preparation. The preparation will not be effective without practice.
Second, I will use activities before, during, and after the story. The
activities will not go well without any preparation. The last is practicing.
Practicing can help me deliver the story well. Therefore, the three of the
potential solutions are related and necessary to be implemented together.
From the books and articles I can know how important the preparation for
storytelling is. By having preparation, I can deliver the story well and feel
confident during storytelling. Besides the preparation, I also learn about
how to make the story more interesting for children with activities. I can
apply the activities before, during, and after storytelling. Moreover, I can
choose suitable activities for the children. Activities also make the children
understand the story and the children can learn new vocabulary from the
story. Besides, I learn how to deliver the story well with practice at home
using intonation, gestures, and facial expressions. While practising, I can
learn how to make the story more interesting and alive. Besides, practising
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also helps me to improve my ability in storytelling. Based on an article
“Storytelling for Preschooler, Guidelines, and How-to Tell a Story”, it is
stated that, “Story should be well-prepared before presenting” (par. 4).
McWilliams states that, “Stories paint word pictures and use the sound and
rhythm and repetition of words” (par. 11), “...and most importantly: The
more you practice- the more skilled you will become” (par. 24).
These three solutions are helpful for me to deliver the story well to the
children. From my analysis and my experience, preparing materials and
suitable visual aids for storytelling are really helpful deliver the story
successfully. The children can also understand the story based on the
visual aids that they see. Activities help the children to improve their ability
in vocabulary and help the children to understand the story. From
practicing, I learn to deliver the story well. I choose all of the solutions
because I believe that applying all the solutions will improve my ability in
storytelling to children at Paulus Kindergarten. The activities also can help
the children to improve their language skills.
After discussing the previous chapters, I conclude that storytelling is
important for teaching English. Storytelling provides many language
experiences. Through storytelling, children can learn to improve English
language and vocabularies. Storytelling also help children to understand
themselves and relate to others. With many benefits of storytelling,
hopefully the teachers in Paulus Kindergarten can consider to improve the
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storytelling activities and can provide more materials and visual aids for
storytelling. The teachers also have to learn how to tell stories effectively.
Therefore, it can increase the quality of English language in Paulus
Kindergarten.
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BIBLIOGRAPHY
Printed Sources
Slattery, Mary and Jane Willis. English for Primary Teachers. New York:
Oxford University Press, 2005.
Wright, Andrew. Storytelling with Children. New York: Oxford University
Press, 2002.
Electronic Sources
“Community Reading Program.” Community-reading. 2012. 14 June 2012.
England, David. “Storytelling: Children, School and Families.” Children
Families Schools. 2008. 7 March 2012.
“How to Control a Loud Classroom.” Control-loud-classroom. 2012.
26 April 2012.
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James, Steven. Creative Storytelling Guide for Children's Ministry. Ed.
Theresa Hayes. 2002. Books.google.co.id. 25 April 2012.
McWilliams, Barry. “Effective Storytelling.” The Art of Storytelling. 2009. 4
April 2012.
“Project K.” Community Reading Program. 2012. 18 April 2012.
“Raising Children Network.” Child Development. 2012. 7 April 2012.
“Storytelling and Drama.” Storytelling and drama. 2012. 27 April 2012.
“Story Telling for Preschoolers, Guidelines and How-to Tell a Story.” Storytelling. 2010. 22 April 2012.
“The Benefit of Storytelling.” The benefit of storytelling for children. 2010.
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30 March 2012.
“What is Storytelling.” The Art of Storytelling. 2009. 7
March 2012.
Zalud, Garreth G., Robert W. Wood, Constance L. Hoag. “Elementary
School
Teachers' Out of Pocket Expenditures.” 2008. Findarticles.com. 18
April 2012.
Personal Interviews
Nian G. Elsa D. Personal interview. 22 March 2012.
Sumiarsih, Diana Pupung. Personal interview. 2 April 2012.
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Dalam Tugas Akhir ini, saya membahas mengenai kesulitan
menyampaikan cerita kepada anak-anak di kelas TK B di sekolah TK
Paulus. Masalah ini berdasarkan pengalaman magang saya sebagai
asisten guru Bahasa Inggris di sekolah tersebut. Saya membahas tentang
penyebab permasalahan, dampak dari masalah, dan beberapa pilihan
solusi berdasarkan analisa dari buku, artikel, dan pengalaman magang.
Ada beberapa penyebab yang timbul dari permasalahan yang dihadapi
di TKK Paulus. Penyebab yang pertama adalah saya tidak memiliki
pengalaman dalam menyampaikan cerita kepada anak-anak. Kedua, saya
tidak mempersiapkan diri dengan baik dalam menyampaikan cerita
kepada anak-anak, dan yang ketiga saya tidak percaya diri saat bercerita
kepada anak-anak. Masalah ini memiliki dua dampak yaitu, yang pertama
saya tidak dapat menyampaikan cerita dengan baik dan yang kedua anakanak kurang mengerti cerita yang saya bawakan. Selain dari penyebab
dan dampak permasalahan, saya juga menganalisa beberapa pilihan
solusi yang yang sesuai untuk mengatasi permasalahan saya. Solusisolusi tersebut juga memiliki beberapa dampak positif dan dampak negatif.
Saya memilih seluruh pilihan solusi yang dianalisa untuk mengatasi
permasalahan ini. Sebelum bercerita, saya akan mempersiapkan materi
termasuk berlatih dengan menggunakan alat peraga peraga untuk
bercerita. Selain itu, saya akan memberikan aktifitas kepada anak-anak
sebelum bercerita, selama bercerita, dan setelah bercerita. Terakhir, saya
akan berlatih untuk menyampaikan cerita di rumah dengan menggunakan
intonasi, gerakan, dan ekspresi wajah yang sesuai.
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TABLE OF CONTENTS
ABSTRACT..........................................................................................i
DECLARATION OF ORIGINALITY.....................................................ii
ACKNOWLEDGEMENTS...................................................................iii
TABLE OF CONTENTS......................................................................iv
CHAPTER I. INTRODUCTION............................................................1-6
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS...................................................7-9
CHAPTER III. POTENTIAL SOLUTIONS............................................10-14
CHAPTER IV. CONCLUSION..............................................................15-18
BIBLIOGRAPHY
APPENDICES:
A.
B.
C.
FLOWCHART
THE TRANSCRIPTION OF THE INTERVIEW 1
THE TRANSCRIPTION OF THE INTERVIEW 2
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APPENDIX B: THE TRANSCRIPTION OF THE INTERVIEW 1
Name of interviewer
: Gladys Stephanie
Name of respondent
: Mrs. Diana Pupung Sumiarsih
Day and date of interview
: Monday, April 02, 2012
Place of interview
: TKK Paulus, at class
Gladys: selamat siang, ibu.. hari ini hmm saya mau hmm menginterview
tentang sejarah Sekolah Paulus.
Mrs. Diana: selamat siang..
Gladys: pertanyaan yang pertama, sudah berapa lama ibu mengajar di
sekolah TK Paulus ini?
Mrs. Diana: sudah 21 tahun.
Gladys: terus, hmm kapan TKK Paulus ini didirikan?
Mrs. Diana: TKK Paulus ini didirikan pada tanggal 17 juni 1971
Gladys: oo iya ok.. pertanyaan yang ketiga siapakah pendiri TKK Paulus?
Mrs. Diana: Ibu Tedjajuwana.
Gladys: Ibu Tedjajuwana yah.. ok.. lalu siapa saja yang pernah menjabat
sebagai kepala sekolah di TK Paulus ini?
Mrs. Diana: ya, untuk mengenai tahunnya saya juga kurang hafal, tapi
yang pertama Ibu Tedjajuawana, yang kedua Ibu Melly L. Y. Warouw,
yang ketiga Ibu Zifora Saduk Tolamanu Adutai.
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Gladys: ok.. hmm, brp lama dari setiap masing-masing kepala sekolah
menjabat? Kurang lebih berapa tahun?
Mrs. Diana: lama yah..ini tidak ditentukan. Seperti Ibu Tedja itu menjabat
dari tahun 1971-1993 sampai beliau berusia 82 tahun. Ibu Melly dari tahun
1993-2003. Yang terakhir Ibu Saduk dari tahun 2003 sampai sekarang.
Gladys: ooo iya, hmm.. lalu bagaimana perkembangan TKK Paulus dari
pertama didirikan smapai dengan sekarang?
Mrs. Diana: hmm, pada saat pertama kali saya mulai mengajar itu
muridnya sangat banyak mencapai 224 siswa, tetapi lama-lama menjadi
berkurang mungkin karena banyak TK yang didirikan di sekitar Paulus dan
di daerah kompleks-kompleks.
Gladys: kalau boleh saya tau, ibu mulai mengajar di sekolah ini dari tahun
berapa?
Mrs. Diana: tahun 1990.
Gladys: berapa jumlah murid yang dimiliki TKK Paulus saat ini?
Mrs. Diana: 38 siswa.
Gladys: hmm, berapa jumlah guru yang dimiliki TK Paulus saat ini?
Mrs. Diana: 3 guru kelas dan 4 guru mata pelajaran?
Gladys: hmm, lalu berapa kelas yang dimiliki TKK Paulus saat ini?
Mrs. Diana: ada 3 kelas, satu playgroup, satu TK A, satu TK B.
Gladys: hmm, pertanyaan yang terakhir, apa visi dan misi dari TKK Paulus
ini?
Mrs. Diana: visinya menjadi sekolah unggulan untuk mewujudkan insane
yang kasih dan cerdas.
Gladys: lalu misinya?
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Mrs. Diana: memberikan layanan pendidikan Kristen yang berkualitas dan
berdaya saing. Yang kedua memberikan layanan tata kelola dengan
standar pelayanan prima.
Gladys: terima kasih ibu. Sekian wawancara dari saya.
Mrs. Diana: sama-sama..
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APPENDIX C: THE TRANSCRIPTION OF THE INTERVIEW 2
Name of interviewer
: Gladys Stephanie
Name of respondent
: Mrs. Elsa D. Nian. G
Day and date of interview
: Thursday, March 22, 2012
Place of interview
: TKK Paulus, at staff office
Gladys: slamat siang, bu. Hmm siang hari ini saya mau menginterview
soal storytelling. Hmm, saya mau menanyakan ibu sudah berapa lama ibu
mengajar di TKK Paulus ini?
Mrs. Elsa: saya mengajar di sini sejak tanggal 01 July 2003.
Gladys: ok.. terus bagaimana pengalaman ibu saat pertama kali ibu
mengajar storytelling?
Mrs. Elsa: hmm, pengalaman pertama saya mengajar storytelling,
kebetulan saya itu guru sekolah minggu dan saya terbiasa bercerita.
Tetapi memang sejak saya masih kecil saya memang sudah senang
sekali bercerita.
Gladys: oohhh begitu. Lalu bagaimana menyampaikan storytelling agar
menarik untuk anak-anak?
Mrs. Elsa: hmm, menyampaikan storytelling agar menarik kita lihat situasi
dan kondisinya. Misalnya seperti ini, jika kita melihat situasinya anak-anak
sedang berisik, kita buat mereka untuk focus tanpa kita harus menegur
mereka. Misalnya ehmm dengan intonasi. Ada tekanan-tekanan nada
yang membuat misalnya cerita tentang rusa dan buaya. Kita membuat
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emm ketika si buaya hendak memakan si rusa, jadi kita memberikan
tekanan pada, jadi kita memberikan tekanan pada apa yah. Gimana
caranya kita menyampaikan dengan intonasi yang berbeda. Jadi, ketika
kita berbicara sebagai rusa, hmm intonasi kita berbeda ketika kita
berbicara sebagai buaya dan intonasi ketika kita marah, ketika kita merayu
si buaya supaya tidak memakan si rusa. Itu ada perbedaan intonasi yang
membuat anak-anak menarik.
Gladys: oo iya.. lalu bagaimana menangani anak yang tidak perhatian
pada saat ibu sedang storytelling?
Mrs. Elsa: ya itu seperti saya bilang, ketika anak-anak mulai tidak
perhatian kita buat aaaaaa (teriakan) langsung anak-anak seperti kaget
wah ada apa yah koq mam bisa teriak seperti itu yah. Jadi seperti itu kirakira. Kita membuat kehebohan dalam cerita itu sehingga membuat anakanak bertanya ehh ada apa dalam cerita itu yah.
Gladys: terus materi dan alat bantu mengajar apa yang biasa ibu gunakan
untuk storytelling? Materi itu bisa topic dari ceritanya, kalau alat bantu itu
seperti teaching aidsnya.
Mrs. Elsa: kalau alat bantu tergantung dari bercerita itu alat peraganya
bisa lewat infokus, terus hmm apalagi gambar yang besar, buku, atau
puppets.
Gladys: lalu apa tujuan mengajar melalui storytelling?
Mrs. Elsa: tujuannya, kebetulan saya selalu mencari cerita yang selalu
mengedepankan moral. Ada pesan-pesan moral yang terdapat di dalam
cerita tersebut. Jadi suka ada cerita yang tidak ada pesan moralnya yah,
nah cerita seperti itu tidak pernah saya ambil, karena tujuan saya bercerita
ada pesan-pesan moral yang akan saya sampaikan ke anak-anak.
Gladys: terus, apa saja yang dapat diajarkan melalui storytelling?
Mrs. Elsa: tentang prilaku yang baik, seperti itu. Oleh sebab itu setelah kita
selesai bercerita, saya akan bertanya apakah di dalam cerita tadi tokoh si
A berbuat baik atau tidak, kalau dia tidak berbuat baik bagaimana. Jadi
emm ada tanya jawab.
Gladys: kalau untuk menambah vocabulary mereka bagaimana? Apakah
bisa melalui storytelling atau bagaimana?
Mrs. Elsa: bisa.. jadi emm biasanya setelah saya bercerita dalam Bahasa
Inggris, saya terjemahkan kembali ke dalam Bahasa Indonesia dan cerita
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storytelling saya, saya kalau bercerita itu tidak berdasarkan buku semata,
jadi ada improvisasi. Jadi sehingga kalau baca sesuai dengan kata-kata
yang ada di dalam buku tidak menarik yah buat anak-anak. Tapi kalau kita
ada improvisasi, gaya bahasa, ada tekanan, ada intonasi, ada kata-kata
yang membuat anak-anak menarik itu justru lebih anak-anak tertarik.
Gladys: lalu bagaimana pemilihan bahan cerita untuk anak-anak? Apakah
dari bahan pelajaran yang ibu berikan minggu lalunya atau menggunakan
bahan baru?
Mrs. Elsa: biasanya setelah saya mengajarkan tema minggu lalu, nah
minggu depannya saya berikan cerita supaya pelajarannya tidak
membosankan bagi anak-anak dan lagi dengan bercerita anak-anak
kembali diingatkan bahwa minggu lalu tuh kita belajar tentang ini ini ini
tanpa mereka sadari ketika saya bercerita mereka mengulang kembali
pelajaran yang sudah dilakukan pada minggu sebelumnya.
Gladys: jadi ibu mereview pelajaran minggu sebelumnya. Lalu bagaimana
kriteria pemilihan cerita yang digunakan untuk mengajar anak umur 5-6
tahun?
Mrs. Elsa: kriterianya pertama satu ada pesan moralnya atau tidak, kedua
dari gambar. Kadang-kadang buku cerita itu ada yang gambarnya tidak
menarik. Anak-anak itu senang sekali dengan gambar-gambar yang
menarik. Justru itu yang membantu kita untuk bercerita. Begitu kira-kira.
Gladys: kegiatan apa yang digunakan sebelum dan sesudah storytelling?
Mrs. Elsa: hmm, kegiatan yang dilakukan saya biasanya tanya jawab.
Misalnya saya mau bercerita tentang itu tadi yah misalnya tentang rusa
dan buaya. Kita kembali ke pelajaran wild animal. Wild animal itu pada
minggu lalu apa yang pernah kamu lihat di kebun binatang? Mereka
sebutkan binatang ini binatang itu. Setelah mereka sebutkan itu baru
intinya yah. Terus tentang mereka tinggal di mana. Si buaya tinggal di
mana, si rusa tinggal di mana. Jadi tentang lingkungan si binatang dari
tiap-tiap tokoh. Banyak hal yang bisa kita tanyakan sebelum dari bercerita.
Sesudah anak-anak focus tentang binatang baru kita bercerita. Setelah
bercerita, biasanya saya melakukan tanya jawab lagi. Di situ saya bisa
melihat apakah mereka menyimak atau tidak. Kalau mereka menyimak
mereka bisa menjawab semua pertanyaan saya, jika tidak menyimak
mereka yang ada cuman ternganga yah tidak bisa menjawab begitu kirakira.
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Gladys: bagaimana sitting arrangement yang paling baik untuk
storytelling?
Mrs. Elsa: hmm, saya selalu menggunakan posisi setengah lingkaran.
Jikalau menggunakan posisi lingkaran, maka yang di belakang tidak bisa
melihat gambar dan melihat ekspresi muka saya, karena ketika saya
bercerita marah, saya akan menunjukan ekspresi marah, jika tertawa saya
akan tertawa terbahak-bahak sampai akhirnya mereka pun ikut tertawa.
Karena ekspresi juga membantu yah. Ekpresi, gerakan kita, atau apapun
yang kita lakukan, nada yang keras sangat mempengaruhi cerita tersebut.
Gladys: lalu pertanyaan terakhir, bagaimana menggunakan gestures,
suara, body language, ekspresi muka pada saat storytelling?
Mrs. Elsa: ya itu seperti yang tadi saya bilang harus berbeda-beda yah.
Ketika saya memerankan, emm saya biasanya kalau bercerita itu saya ga
diem. Ketika saya berdiri saya bergerak ke sana kemari layaknya seorang
apa yah, emm pemain sinetron tunggal kali yah karena ketika saya
menjadi rusa saya bersuara sangat lembut, tetapi ketika saya berperan
menjadi buaya saya langsung menegaskan suara saya. Jadi ada intonasi,
ekpresi. Biasanya ekspresi menjadi buaya akan seram, tetapi kalau rusa
saya pasang muka ceria selalu dan lincah, lari ke sana lari ke sini. Jadi
memang saya terbawa oleh cerita tersebut. Saya jadi seolah-olah menjadi
tokoh yang ada pada cerita tersebut.
Gladys: ok kalau begitu. Terima kasih atas waktunya. Selamat siang ibu.
Mrs. Elsa: terima aksih kembali. Selamat siang.
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CHAPTER I
INTRODUCTION
A.
Background of the Study
In this term paper I would like to analyze a problem related to
storytelling to children. Based on an article entitled "What is Storytelling", it
is stated that, "Storytelling is the art of using language, vocalization, and
physical movement and gesture to reveal the elements and images of a
story to specific, live audience" (par. 1). Storytelling can be entertaining
and motivating for the children. According to an article "The Benefit of
Storytelling", it is stated that, "The story consists [of] manners, values, and
moral messages" (par. 1). Therefore, it is suitable for teachers to use
stories to teach children.
Storytelling is necessary for teaching English to children. Wright
explains that, “Stories, which rely so much on words, offer a major and
constant source of language experience for children” (3). Storytelling can
help the children to learn a language. Furthermore, England states that
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storytelling is important for children to develop: “Self awareness” (par. 6),
“empathy” (par. 10), “social skills” (par. 11), “language skills” (par. 13),
“attention skills” (par. 15), “thinking skills” (par 17), and “creativity” (par.
18). It can be seen that storytelling is beneficial for children’s learning.
I had an experience in storytelling during my internship at Paulus
Kindergarten (henceforth, PK) in July-September 2011. I taught pupils of
Kindergarten level B aged 5-6 years old and the number of the pupils was
18; there were 10 girls and 8 boys. The characteristics of children aged 56 years, according to an article "Raising Children Network", are as follow:
they are “more independent and in control of his behavior” (par. 5), they
“like rules” (par.8), they “understand a lot more about things” (par.9), they
“become a very good at sorting things” (par. 9), and they “like to tell stories
and give short talks” (par. 18). Knowing the characteristics of the children
is important for the teacher to teach them effectively and choose the right
activities for them, such as choosing key new words, drawing and coloring,
and retelling the story.
When I did my internship in PK, there was a storytelling lesson. That
was my first time to deliver the story to the children in Kindergarten level B.
I had to deliver the story for 30-45 minutes, but in fact, I did not know how
to tell the story correctly. I felt nervous when I had to tell the story to the
children, because I was afraid that the story would not be interesting.
During the storytelling, the children also seemed bored with my story. It
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made me feel sad and become not confident during the storytelling. It can
be seen that I had problem in delivering the story to the pupils of level B at
PK.
Based on this problem, I would like to discuss how to overcome my
difficulties in storytelling to children at PK and find the best solution. This
term paper will help me to overcome my problem in storytelling to children.
B. Identification of the Problem
The analysis of this problem is formulated in the following research
questions:
1. Why did I have difficulties in storytelling in English to pupils of
kindergarten level B at Paulus Kindergarten?
2. How could I overcome my difficulties in storytelling effectively?
C. Objectives and Benefits of the Study
The first objective of the study is to find the causes of the problem of
my difficulties in storytelling in English to pupils of kindergarten level B at
PK. The second objective is to find the best solutions to overcome my
difficulties in storytelling to children.
The benefits for the teachers at PK are they will get some insights on
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storytelling and they can develop their ability to be more creative in doing
it. Then the benefit for the readers is to improve their knowledge about
storytelling. As for me, the benefit is to develop my ability and knowledge
in storytelling.
D. Description of the Institution
Based on the interview with Mrs. Diana Pupung Sumiarsih, S.Pd, as
the home teacher of Kindergarten level B, it is stated that Paulus
Kindergarten (henceforth PK) was established on 17 June 1971. PK is
located at Jl. Dr. Rajiman No. 11. The founder of Paulus Kindergarten was
Mrs. Tedjajuwana. She also became the Headmistress at Kindergarten
and Primary School Paulus from 1971-1993. The second Headmistress
was Mrs. Melly L. Y. Warouw who served from 1993-2003, and since 24
February 2003 the Headmistress has been Mrs. Dra. Zifora Saduk
Tolamanu Adutai. The number of teachers in PK is 7 and the number of
the pupils is 38. The number of pupils in Playgroup is 8 children, 12
children in level A, and 18 children in level B. The Vision of PK is to
become an excellent school which educates the students to be loving and
intelligent. The first mission of PK is to provide qualified and competitive
Christian education services. The second mission is to provide
management services with the excellent standard.
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E. Method of the Study
The data for this study is based on my teaching experiences in PK
during my internship in July-September 2011, the interview with the
English teacher, the observation at class, my internship journal, and library
research. The data of library research are from printed sources and
electronic sources. The data that I found is used to analyze the causes,
the effects and the potential solutions.
F. Limitation of the Study
In this research, the subjects are me, as the assistant of English
teacher at PK, and 18 children aged 5-6 years old as pupils in
Kindergarten level B at PK. The period of teaching is from 21 July 2011
until 15 September 2011. The respondent of the interview is Mrs. Elsa D.
Nian G. as the English teacher at PK. The focus of this study is on
storytelling to children.
G. Organization of the Term Paper
The first part of this term paper is the Abstract, the overall summary of
the final paper in Bahasa. Second is the Declaration of Originality, and
then the next parts are Acknowledgements and Table of Contents. Chapter
One is the Introduction, containing Background of the Study, Identification
of the Problem, Objectives and Benefits of the Study, Description of the
Institution, Method of the Study, Limitation of the Study, and Organization
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of the Term Paper. Chapter Two is about Problem Analysis. In this chapter
I explain the causes and the effects of my problem. Chapter Three is about
Potential Solutions to overcome my problem. In Chapter Four, I explain the
conclusion of all the analysis. The last part is the Bibliography and the
Appendices which contain the flowchart, the transcription of the interview
with Mrs. Diana Pupung Sumiarsih, S.Pd, and the transcription of the
interview with Mrs. Elsa D. Nian. G.
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CHAPTER IV
CONCLUSION
Before presenting the best solution for the problem in this chapter, I
would like to present the summary of the previous chapters. The problem
that I discuss is I had difficulties in storytelling to pupils of kindergarten
level B at PK. There are three causes of the problem; namely, I did not
have any experience in storytelling with children, I was not well-prepared
to deliver the story, and I was not confident when telling the story to the
children. There are also two effects of the problem; namely, the story was
not interesting for the children, and children did not understand the story.
Besides the causes and the effects of the problem, there are three
potential solutions to solve the problem. The first potential solution is I will
prepare my materials, including practicing using visual aids. Second
potential solution is I will include the pre-activity, during, and post-activity
for storytelling. Third potential solution is I will practise to deliver the story
at home using intonation, gestures, and facial expression. Based on the
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analysis in the previous chapters, I would like to choose the best solution
to solve the problem. The best solutions are the combination of all
potential solutions, namely, I will prepare my materials, including practicing
using visual aids; I will include activities before, during, and after
storytelling; and I will practise to deliver the story at home using intonation,
gestures, and facial expressions.
I have chosen all potential solutions because the combination of three
solutions will be effective for me to become a good storyteller. First, I will
do the preparation. The preparation will not be effective without practice.
Second, I will use activities before, during, and after the story. The
activities will not go well without any preparation. The last is practicing.
Practicing can help me deliver the story well. Therefore, the three of the
potential solutions are related and necessary to be implemented together.
From the books and articles I can know how important the preparation for
storytelling is. By having preparation, I can deliver the story well and feel
confident during storytelling. Besides the preparation, I also learn about
how to make the story more interesting for children with activities. I can
apply the activities before, during, and after storytelling. Moreover, I can
choose suitable activities for the children. Activities also make the children
understand the story and the children can learn new vocabulary from the
story. Besides, I learn how to deliver the story well with practice at home
using intonation, gestures, and facial expressions. While practising, I can
learn how to make the story more interesting and alive. Besides, practising
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also helps me to improve my ability in storytelling. Based on an article
“Storytelling for Preschooler, Guidelines, and How-to Tell a Story”, it is
stated that, “Story should be well-prepared before presenting” (par. 4).
McWilliams states that, “Stories paint word pictures and use the sound and
rhythm and repetition of words” (par. 11), “...and most importantly: The
more you practice- the more skilled you will become” (par. 24).
These three solutions are helpful for me to deliver the story well to the
children. From my analysis and my experience, preparing materials and
suitable visual aids for storytelling are really helpful deliver the story
successfully. The children can also understand the story based on the
visual aids that they see. Activities help the children to improve their ability
in vocabulary and help the children to understand the story. From
practicing, I learn to deliver the story well. I choose all of the solutions
because I believe that applying all the solutions will improve my ability in
storytelling to children at Paulus Kindergarten. The activities also can help
the children to improve their language skills.
After discussing the previous chapters, I conclude that storytelling is
important for teaching English. Storytelling provides many language
experiences. Through storytelling, children can learn to improve English
language and vocabularies. Storytelling also help children to understand
themselves and relate to others. With many benefits of storytelling,
hopefully the teachers in Paulus Kindergarten can consider to improve the
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storytelling activities and can provide more materials and visual aids for
storytelling. The teachers also have to learn how to tell stories effectively.
Therefore, it can increase the quality of English language in Paulus
Kindergarten.
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BIBLIOGRAPHY
Printed Sources
Slattery, Mary and Jane Willis. English for Primary Teachers. New York:
Oxford University Press, 2005.
Wright, Andrew. Storytelling with Children. New York: Oxford University
Press, 2002.
Electronic Sources
“Community Reading Program.” Community-reading. 2012. 14 June 2012.
England, David. “Storytelling: Children, School and Families.” Children
Families Schools. 2008. 7 March 2012.
“How to Control a Loud Classroom.” Control-loud-classroom. 2012.
26 April 2012.
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James, Steven. Creative Storytelling Guide for Children's Ministry. Ed.
Theresa Hayes. 2002. Books.google.co.id. 25 April 2012.
McWilliams, Barry. “Effective Storytelling.” The Art of Storytelling. 2009. 4
April 2012.
“Project K.” Community Reading Program. 2012. 18 April 2012.
“Raising Children Network.” Child Development. 2012. 7 April 2012.
“Storytelling and Drama.” Storytelling and drama. 2012. 27 April 2012.
“Story Telling for Preschoolers, Guidelines and How-to Tell a Story.” Storytelling. 2010. 22 April 2012.
“The Benefit of Storytelling.” The benefit of storytelling for children. 2010.
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30 March 2012.
“What is Storytelling.” The Art of Storytelling. 2009. 7
March 2012.
Zalud, Garreth G., Robert W. Wood, Constance L. Hoag. “Elementary
School
Teachers' Out of Pocket Expenditures.” 2008. Findarticles.com. 18
April 2012.
Personal Interviews
Nian G. Elsa D. Personal interview. 22 March 2012.
Sumiarsih, Diana Pupung. Personal interview. 2 April 2012.
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