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IMPROVING STUDENTS READING MOTIVATION THROUGH

STORYTELLING IN KINDERGARTEN OF NEW ZEALAND


INTERNATIONAL SCHOOL
(Study Case in Pukeko Class)





By
WIWIK YULIHANINGSIH
082438

ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SULTAN AGENG TIRTAYASA UNIVERSITY
2012




Babies are born with the ability to distinguish speech from
other sounds they hear, even though they do not understand
what it means. By the time children reach school age, they
are speaking in complex sentences, having conversations, and
understanding most of what they hear.
Teachers have a huge responsibility to know the students
subject matter, children, and their teaching. These three
things are always evolving, and its their job to keep up with
the changes. As teachers, they should be teach the children
to read. Its not easy to teach young learner to read. Actually,
in kindergarten curriculum the children not focus yet to
read, but the teacher have to introduce reading habit. the
teacher can do that through story. It possible to improve
students reading motivation.

Pukeko is one class in kindergarten of New Zealand
International school Jakarta. Actually, almost all grade
in Primary NZIS used storytelling to guide and
stimulate the students in learning process. Especially,
In daily the teacher of pukekos class has been using
storytelling in her strategy to guide the childrens get
new information based on the theme that are
discussed. In the case of this class, Some of Pukekos
children seen interest when in story time
But some of them uninterested in story time, it can
happened because they lack of vocabulary, they
think the story so bored for them, or they
unfocused when story time. And from the reason
make the students lacks of Motivation to pay
attention in story time.
However, children in Pukekos class come from
different country, with different background and
habit but they have same passion to learn. So, the
teacher has to get ways to motivate the children
interest and focus in learning process.

Based on the description above, the writer would like to
conduct the research on improving students Reading
Motivation through storytelling. So, the writer would
like to discuss it in her script under the title:
Improving Students Reading Motivation through
storytelling in kindergarten of New Zealand
International School, Jakarta (Study case in
Pukeko class)

Here are some of the researcher problem identifications:
1. Can storytelling improve the students reading
motivation?
2. How is the process of improving students reading
motivation through storytelling in kindergarten?
3. How is the importance books for the children?
4. Ho important motivation for success in language
learning process?
5. What are the students difficulties in reading in
kindergarten?
6. What the effectiveness of storytelling in learning
process in kindergarten?


Based on identification of the problem
above, it can be seen that the study is still
general and abroad. The writer will focus on
how the process & how the effectiveness of
improving students reading motivation in
kindergarten through storytelling in Pukeko
class
Based on the limitation of the problem
above, there are many problems that can be
formulated in this research such as:
1. How is the implementation of improving
students reading motivation through
storytelling at Kindergarten of NZIS?
2. How is the effectiveness of storytelling
toward students reading motivation at
Kindergarten of NZIS?


In accordance with the problems mentioned above,
the study aims to:
1. To know how the implementation of the
storytelling method towards students reading
motivation in NZIS.
2. To know how the efectiveness of improving students
reading ability through storytelling in NZIS.

The research subject is Pukeko students in
Kindergarten of New Zealand
International School, Jakarta.

The research object is the effectiveness of
storytelling method in improving
students reading motivation in
Kindergarten of New Zealand
International School, Jakarta.

KINDERGARTEN

Biechler and Snowman in Musfiroh (2005:2) defined that
kindegarten is children ages 3-6 is pre-school age.
Accoding to (Shagoury., 2006) Kindergarten, invented by
Frederich Froebel in the nineteenth century, is mean to
conjure the image of growth a garden of children and the
children as be plants that grow up in the garden.
Kindergarten is where stage for early childhood to starts their
education in formal school.
In Addition, Challs (1985) perspective, preschool and
kindergarten were times when young children needed to be
involved in listening to and retelling stories and writing
with crayons, paints, and magnetic letters.

READING

Grabe and Stoller (2002: 9) state that reading is the ability of
drawing meaning and interpreting information in the printed
page appropriately.

Williams idea (1989: 11) stating that reading as a process of looking
at and understanding what has been written.

However, Gray (1989:5) defined reading As a means of gaining
information and pleasure, it is essential in every content subject,
such as history, geography, arithmetic, science, and literature

It is a mean reading are the process to getting new information
from text which read. Guessing and understanding what the
writer mean.

MOTIVATION

McDonough (1983:142) states that motivation of the
students is one of the most important factors influencing
their success or failure in learning the language. A student
who has a high intelligent without having motivation can
be failed in his study. So, the best result will be optimal
with suitable motivation.
In addition, Mc. Donald (in Sardiman, 2008:73) explained
motivation are energy changes in person who are marked
by the emergence of feeling and preceded by response with
a purpose.
Motivation has an importance effect on learning process,
Motivation has a big role in growing passion to study. It can
make the students feel happy and comfortable to study


STORYTELLING

Magar in DEALT (2011) stated that storytelling is a great tool to
educate pre-readers as being young, their attention span in short
and an interactive mode of learning such as storytelling captures
their interest.
Dudley (1997:1) stated that storytelling is the art in which a teller
conveys a message, truths, information, knowledge, or wisdom
to an audience - often subliminally - in an entertaining way,
using whatever skills, (musical, artistic, creative) or props he
chooses, to enhance the audience's enjoyment, retention and
understanding of the message conveyed. Stories are sometimes
told purely for joy and delight.
the researcher concludes that storytelling is way to conveying of
events, words, image. Its mean that storytelling is way to store
information to children brain. Also Moreover, with storytelling
the teacher can motivate and invite the students in learning
process especially in reading.



PREVIOUS STUDY
Study about Storytelling method already done by Nurul
Novianik in 2008. At that research, The writer find
some difficulties to handle the class which very noisy
and they are little bit slowly in understanding material.
So the writer used storytelling as a teaching technique
that to facilitate the students in getting better mastery
of vocabulary. Her research already done in SDN 1
Sunggingan Miri Kabupaten Sragen. The result of
her reearch are :
The students vocabulary are increasing through
storytelling method that she used.
By teaching vocabulary using storytelling, the teacher
can motivate the students in order to make them
interested in learning vocabulary

1. RESEARCH METHOD
Qualitative is descriptive research. Marshall and
Rossman (1989) suggest that this entails immersion
in the everyday life of the setting chosen for the
study, the researcher enters the informants world
and through ongoing interaction, seeks the
informants persepctive and meaning

PLACE AND TIME OF RESEARCH

This research will take place at in one of kindergarten in
New Zealand International School, focus on Pukeko
class.
The reseacher do the research on five month. Starts from
April until August. The writer will collect all of
several meeting to observe all activities involved in
daily learning and storytelling time untill all data
needed are completed.

RESEARCH INSTRUMENTS


The researcher assume that Obersvation is looking closely at human behaviours and acts
as actual phenomenon in natural setting.
Observation
An interview is not an ordinary, everyday conversation (Dyer, 1995). It can be assume that
interview is flexible tool to gain the data. In this research, the writer will do the interview
with the teacher, teacher assistent and students to gain the valid data.
Interview
In this research, the writer used The Childrens Reading Motivation Survey (Mazzoni,
Gambrell, & Korkeamaki, 1999)
Questionnare
photograps that fall under this category are available because others have taken them
(Dowdell and Golden, 1989). It can assumed that photos do give the factual information.
Those materials may be gathered while the researcher conducting the observation and
interview.
Audio Visual Materials
RESEARCH PROCEDURE



Preparing the research
Conducting the research
Analyzing the data
Drawing the conclusion
DATA ANALYZE TECHNIQUE











Components of data analysis (Miles and Huberman 1994:12)


Conclusion/
Verification
Data
Collection
Data
Reduction
Data
Display
1. REDUCTION
The researcher summarized the result of data. They are
classified into categories to get the main data.


Observation
Results
Interview
results
Audio-Visual
Materials
Questionnare Summarized Main Data
2. DATA DISPLAY
After the data reduction, the data synthesized into
displays to choose whether the data is important to be
studied or not.

Data
Reduction
Appropriate
data to be
studied
3. DRAWING CONCLUSION

This is last step in data analysis of qualitative
research is conclusion drawing/verification.
It is used to describe all of the data into
conclusion, which it is easy to be
understood by the writer and other.



THANK YOU