MEDIA USE BOARD EFFECTIVENESS COLORFUL

ABILITY TO TELLING CHILDREN

IN kindergarten DARUL Falah
Lubuk VERA

Article

By

ADE RAHMA

NIM: 2013/1300725

DEPARTMENT OF TEACHER EDUCATION Early Childhood Education

FACULTY OF SCIENCE EDUCATION
STATE UNIVERSITY PADANG
GRADUATION MARCH 2018
 MEDIA USE BOARD EFFECTIVENESS COLORFUL
ABILITY TO TELLING CHILDREN
IN kindergarten DARUL Falah
Lubuk VERA

Ade Rahma, Yulsyofriend¹, Rivda Yetti²

Teacher education for early childhood education
faculty of Science Education
Padang State University

Jl. Prof. Dr. Hamka, Freshwater West, Padang

E-mail: rahmapearce95@gmail.com

Abstract

This study aims to determine how effectively the media board to the colorful
storytelling abilities of children in kindergarten Darul Falah Lubuk Buaya. The
method used in this study is a quantitative approach that shaped quasy
Experiments using colorful media board. Data penggumpulan techniques used
tests, and the data collection tool used mainly sheet and statement followed by
calculating the effect size t-test using chen's d. Based on the results of data
analysis, obtained an average grade test results of experiments with colorful media
board to the control group with bukku find a picture story in the average value of
each class of 86.16 and 79.01.

Keywords: Board Colors, Storytelling Ability

Abstract

Key Word:

preliminary
Education is a human conscious effort to develop personality inside and
outside the school and lasts a lifetime. Karenanyalah education is a guidance to
the children who are drawn in the maturation process at the stage of initial steps to
prepare the younger generation, both in terms of quantity and quality of education.
As stated in Law No. 20 of 2003 on the national education system (Education)

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asserted that education is a conscious and deliberate effort to create an atmosphere
of learning and the process of learning so that learners are actively developing
develop her potential. It aims to have the spiritual power of religion, self-control,
personality, intelligence, noble character, and other skills necessary for
themselves, society, nation state as well.

Early Childhood Education by Mursid (2015: 14), early childhood is a

group of children who are in the process of growth and development that is
unique, in the sense of the pattern of growth and development (coordination of
fine and gross motor), intelligence (the intellect, creativity, emotional intelligence,
spiritual intelligence), social emotional (attitudes and behavior and religion),
special communication language in accordance with the level of growth and
development of children.

The period of early childhood is often called the "golden age" or golden
period. At this time nearly all potential child has sensitive period to grow and
develop fast and furious. The development of each child are not the same, because
each individual has different developments. The food was nutritious and balanced
as well as intensive stimulation is needed for the growth and development. When
children are given intensive stimulation from the environment, then the child will
be able to undergo development tasks well. So, early childhood is the most
appropriate age for children to develop all the potential of one of them can be
through education formal preschool is kindergarten (TK).

Education Kindergarten (TK) is a formal institution that is organized with

the aim to facilitate the growth and development of the whole child or the
emphasis on the development of all aspects of the child's personality. This
institution is considered important to develop children's potential optimally.
Education Kindergarten stated in Law No. 20 Year 2003 on National Education
system Article 28 paragraph (3) aims to help students develop a range of potential
of both psychological and physical that includes values, religious, moral, social,
emotional, cognitive, physical , motor, art and language.

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 One aspect that was developed in the child is the aspect of language
development. Through language, the child can convey or express their thoughts
and feelings to others. Because children are in an environment that requires
communication and interaction with others. In speaking among which there are
several skills listening, reading, speaking, writing, storytelling. One of the child's
ability to be shaped early on was Storytelling.

The method of storytelling in kindergarten is read directly from a

storybook, telling stories using illustrations from the book, telling dogeng, telling
stories using flannel board, telling stories using media puppets, dramatization of a
story, tells the story while playing fingers. Based on the theory of Peabody, a
pioneer developer of language one way to develop the ability to tell a child is
through a magnetic board, but here researchers modified it into a colorful board,

Colorful board is one of the media is the development of the theory of

Peabody to develop the ability to tell the child by placing images and narratives
on the board, making it attractive for children to follow and listen to stories with
varying methods.

This colorful board media is a medium of learning made ari plywood

board. In the body of the board is coated with the flannel, so that is not visible
tripleknya layer. In the middle of the board, in the cut rectangular board divided
into 12 small, then coated with a mar-mar berwarnah paper red, yellow, green.
Behind this piece has an image attached to the development of children's
storytelling aspect. The pictures attached, the colorful board is tailored to the
theme at the school in the process of learning takes place.

Media colorful board in a modification of the theory of peabody famous as

a pioneer of language development. In theory peabody, Sudono (2000: 19) said
that for the development of language is a form of magnetic board, in this case I
modify into a colorful board. Magnetic board, from theory peabody or usually
called magnetic board is a board made of white enamel on metal sebudang so on

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this board can be attached to objects that are not severe if the base glued a piece of
magnet.

Modification of the magnetic board, become colorful board that is in the

manufacture of magnetic board peabody theory, made of layers of white enamel
on metal. While the colorful board made by researchers using materials and
equipment that can be easily searched, the former plywood board with a thick
texture. Colorful decoration board is also not menggeluarkan funds are quite
expensive, but could use colored paper-wani unused back, and can be used to
decorate a colorful media board and the plywood board body encompasses
flannel.

However, field conditions showed that the media of learning in

kindergarten Darul Falah Lubuk Buaya, to support the development of children's
language one of which is the ability to tell still using picture books, dolls, paper
display in print by the teacher on the outboard on the board, on during the process
of learning takes place. So that learners are more likely to play on their own
without going to participate in developing the ability berceritanya. Judging from
the students in school, the more dominant of looking and listening to the story
presented by the teacher without having to know the actual storyline. In the
process of language reveals one of which is here seen jela storytelling ability of
learning media being used does not support. Therefore,

Research methods
Based on the problems studied were "Effective use of the media board
colorful against the ability to tell a child in kindergarten Darul Falah bottom
crocodile", this research is a quantitative research approach to experimentation
with form quasy Experiments by Sugiyono (2011: 107) the experimental method
is the research methods used to find a specific treatment effect against the other in
a runaway condition. While
The population in this study were all students Kindergarten Darul Falah
julah Lubuk Buaya with a population of 60 people. The sampling technique used

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was cluster sampling technique.Sugiyono (2012: 83) cluster sampling is a
sampling technique that is used to determine the sample when the object to be
inspected or very comprehensive data source. In this study sampled class is a class
B4 as a class experiment and class B2 as the control class.

Mccording Arikunto (2014: 161) Data is the entire record of the researcher,
both in the form of facts and figuresYag types of data used in this research is the
primary data is data that directly get the data from the original data meurupakan
the results of the test or observation made by the researcher. Data analysis
techniques used in this study is mmbandingkan dair difference average value, test
for normality and homogeneity test and then test t-test.

To do analasis these differences need to be tested for normality. Dugunkanu

normality test to determine whether the processed data comes from a normal
distribution.Normality test is done before processing the data with techniques
productmoment correlation, regression, t-test and ANOVA and so on. The
technique is often used to test data normality is Liliefors test.

Before processing the data, to menegetahui normal distribution of data or

liliford then tested beforehand. One technique that serine is used to test the
homogeneity of the population variance is the Barlett test.

If the normal distribution of data is known and homogeneous, then dilakuka

analasisi data according to a data analysis technique is to find a comparison, uses
t-test.

result

Based on the research results berecrita ability of children in kindergarten

Darul Falah Lubuk Buaya the experimental class and control class, obtained the
result that the child's ability berecrita experiment group (group B4) higher than the
control group (group B2).

Based on the normality test experimental group and the control group Lo
and Lt price obtained on the real level of 0.05 for n = 14. The experimental group

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Lhitung value 0, 1831 is smaller than Ltabel 0,227untuk  0.05. Thus the value of
the experimental group derived from normal distributed data. While the control
group gained Lhitung Ltabel 0.1763 less than 0.227 for  0.05. This means that the
data is derived from a control group of normal distributed data.
The second requirement is testing homogeneity testing using Barlett test.
This test aims to determine whether the data comes from a homogeneous group,
the experimental group and the control group. If the chi squared count <chi
squared table means the data come from a homogeneous group.

The result of the calculation,  arithmetic at 0.4471,  arithmetic the

2 2

experimental group and the control group is smaller than  table (  arithmetic< 
2 2 2

table), Means that the experimental group and the control group had a homogenous
variances.
To test the hypothesis used t-test. From the results of hypothesis testing
using t-test result t is smaller than the ttable (0.3708 <2.05553). By dk (N1-1) +
(N2-1) df = 26. In the table to the level of significance α = 0.05 (5%) obtained
price table = 2.05553, it can be said that the hypothesis Ha Ho is rejected or
accepted. It can be concluded that there is no significant difference between the
pre-test (initial capability) of the children in the experimental group and the
control group in the ability to tell a child.
Data post-test study experimental group and the control group is processed
to determine the normality test. In this normality test used Liliefors test as
described in the data analysis techniques.Berdasarkan normality test experimental
group and the control group gained L0 and Lt prices on the real level of 0.05 for n
= 14. The experimental group Lhitung 0.1304 values greater than 0.227 Ltabel to
 =0.05. Thus the value of the experimental group derived from normal
distributed data. For the control group gained Lhitung Ltabel 0.1515 greater than
0.227 for  = 0.05. This means that the data is derived from a control group of
normal distributed data.
The second requirement is testing homogeneity testing using Barlett test.
This test aims to determine whether the data comes from a homogeneous group,

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the experimental group and the control group. If the chi squared count <chi
squared table means the data come from a homogeneous group.The result of the

calculation,  arithmetic at 0.3419  arithmetic the experimental group and the control
2 2

group is smaller than  table (  arithmetic<  table), Means that the experimental
2 2 2

group and the control group had a homogenous variances.

After being tested for normality and homogeneity, noting that the two
groups of samples were normally distributed and had homogeneous variances.
Then it can be followed by hypothesis testing using t-test techniques, to determine
whether there is a significant difference for both groups. If t> t table berarati there
are significant differences between the two groups.
To test the hypothesis used t-test. From the results of hypothesis testing
using t-test result t is greater than t table (2.1153> 2.05553). By dk (N1-1) + (N2-
1) df = 26. In the table to the level of significance α = 0.05 (5%) obtained price
table = 2.05553, it can be said that the hypothesis Ha Ho accepted or rejected. It is
concluded that there are significant differences between the results of the post-test
(post test) of the children in the experimental group and the control group in the
ability to tell a child.
After calculating the value of the pre-test and post-test experimental and
control groups then will do a comparison between the pre-test and post-test
values, which aims to see whether there are differences in the value of the post-
test and pre-test value of children.
Table 1.
Comparison Results Value Calculation Pre-test and post-test

variables Pre-test Post-test

Experiment Control Experiment Control
The highest 75 68.75 100 87.5
score
The lowest 50 50 68.75 62.5
value

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 Average 70.5 62.16 86.16 79.01

Based on the above table comparison of computed values seemingly

pre-test and post-test values. In the pre-test, the highest score in the
experimental group was 75 and the control group was 68.75 and the lowest
value for the experimental group was 50 and control 50, the average value
obtained was 68.75 child for the experimental group and the control group 62 ,
16. After the post-test values increased in both groups of children.
Comparison of visible children in the experimental group grew much
larger than the control group, which is the highest value achieved of children
in the experimental group was 100, a control group was 87.5 and the lowest
value obtained experimental group children are 68,75 and 62 controls, 5.
Furthermore, the average value obtained by the experimental group
children86.16 whereas controls 79.01.
Comparison of the results of the calculation of the value of the pre-
test and post-test looks at the highest value and lowest for children and looks
at an average of experimental group and the control group in post-test post-test
where the average is more increased than the mean average pre-test after
treatment.
Based on the description above table, it can be seen that the ability to
tell children in the experimental group was higher than the control group. For
more details can be seen in Graph 1 below:

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 120

100

80
nilai terendah
60
nilai tertinggi
40 nilai rata-rata

20

0
kelas eksperiment kelas kontrol pre test kelas eksperiment kelas kontrol post tes
pre test post test

Graph 1 ..
Data Comparison of Results Pre-Test and Post-Test Capability Grade
Storytelling Classroom Experiment and Control

Based on the graph 7 above, the pre-test experimental group obtained the
highest score of 75 and the lowest value of 50 with an average value of 70.5,
while the pre-test control group obtained the highest score 68.75 and the lowest
value of 50 with an average value 62.16.

The results of the post-test experimental group obtained the highest score
of 100 and the lowest value of 68.75 with an average value of 86.16. While the
results of the post-test control group obtained the highest score of 87.5 and the
lowest value of 62.5 with an average value of 79.01.

It can be concluded that the ability to tell the child the more influential use
Media Board Colorful, compared with storybook,

Discussion

Based on the pre-test results of children at the experimental group and

the control group, the average figures obtained experimental group ie 70.5
average rate of 62.16 in the control group. Based on the analysis that has been
done that thitung.3708 compared with 0.05 α (ttabel, = 2.05553) with degrees of

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 freedom df (N1-1) + (N2-1) = 26, thus t <t table, ie (0.3708 <2.05553), it can be
said that the hypothesis H0 Ha rejected or accepted.

So we can conclude that there is no a significant difference between

ability to tell a child class experiment and class control.

Ability to tell based on the post-test children in the experimental group

and the control group, the average figures obtained experimental group is 86.16
and the average rate of 79.01 in the control group. The data analysis was done
that thitung 2.1153 compared with 0.05 α (ttabel, =2.05553) with degrees of
freedom df (N1-1) + (N2-1) = 26, thus t> t table, ie(2.1153> 2.05553), It can be
said that the hypothesis H0 Ha accepted or rejected. It can be concluded that
theresignificant influence of the media use colorful board against the ability to
tell in kindergarten Darul Fallah Lubuk Buaya.

One of the fun activities in the learning process for children, namely,
storytelling. According Rahayu (2013: 80) tells an activity that provides
information either orally, in writing, or acting on values and cultural traditions
that have been trusted with the use of props or not to develop social skills, learn
to read and understanding of world knowledge through experience obtained.

Development of the ability to tell early need is developed mainly during

the growth of intelligence. The most basic principal is to stimulate that child has
the maturity and readiness for storytelling. In order to achieve the success of an
educator should create an atmosphere of learning that is enjoyable, varied and
conducive media accompanied optimal pemebalajaraan underway.

When researchers used the media to tell the colorful boards (B4)
Kindergarten Darul Fallah Lubuk Buaya all children showed enthusiasm and
passion in the development of listening to the story. In addition, the children
enthusiastically to retell the story they listen to, because the media board
colorful, large dibaluti flannel and have colors such as color peangi.

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 Control class (B2) using picture books. Researchers looked at, the child
is less interested in listening to the story, because the books are small and do not
appeal to children. So children easily saturated and imagination of children in
listening to the story inhibited, and the child is not keen to tell.

The results of the experiment in class child storytelling ability is better

than telling children Traffic control class. It can be seen from the average value
of telling children the experimental class higher than the control class. It can be
concluded that tell use of learning media boards Traffic colorful storytelling
affects children.

Conclusions and suggestions

knot
Based on the analysis of research that has been done, it can be concluded
that the research undertaken in Kindergarten Darul Fallah Lubuk Buaya results
ability to tell a child in the classroom Experiments (B4) is done by using the
media board multicolored higher than the ability to tell children in the control
group (B2) carried by mengguankan niali picture books with an average of 86.16
and 79.01 experimental class control class.

Results Hypothesis test results obtained t count> t table where 2.1153>

2.05553 as evidenced by the significant level α = 0.05 this means that there are
significant differences between the results of ability to tell a child in the class of
experiments conducted with the media board Colors compared with the control
class is done by using a picture story book. Thus, the media colorful board
effective against berecrita ability children in Taman Darul Fallah Kanak- Lubuk
Buaya

Suggestion
Based on the results described above, the research suggests some first
suggestions for teachers, media colorful board can be used as an alternative
medium of learning in stimulating the ability to tell a child. The second for the

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school, can be useful as a material consideration in learning, so that the learning
process can run more optimally and aspects of language, specifically telling the
child can develop. The third for the next penliti, the research results can be used
as one of literature for further research.

References

Arikunto, Suharsimi. 2012. Research Procedure A Praktis.Jakarta Approach: Asdi

Mahasarya.
Daryanto. 2011. Learning Media. Tutorial Mode of Prosperous Conscience:
Bandung

Kustandi, Cecelia. Learning Media And Digital Manual. Bogor: GhaliaIndonesia

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Musfiroh.2005.Bercerita For Early Childhood. Jakarta: MONE Moeslicatoen.
2004. Teaching Methods. Rineka Copyright: Jakarta
Sugiyono. 2011. Methods of Education. Bandung: Alfabeta.

Susanto, Ahmad. 2011. Early Childhood Development (Introduction in

berbagaiAspeknya) .Jakarta: Prenada Media Group

Suyadi. 2014.Teori Early Childhood Education. Bandung: Teen Rosda paper

Yamin, Martinis and Jamilah Sabri Sanan. 2012. Free ECCE Early Childhood
Education. Jakarta: Echoes Persada Press Grou

Pesantunan
articles ini processed from Thesis Ade Rahma, with Efektiitas Media
Board Colors of the ability to tell a child in kindergarten Darul Falah Lubuk
crocodile. Thanks to Mrs. Indra researchers say Yeni as a mentor I and Mrs.
Nurhafizah as a mentor II.

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