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"Penelitian ini bertujuan melihat efektivitas storytelling menggunakan boneka tangan dalam meningkatkan keterampilan regulasi emosi anak di sekolah. Desain penelitian ini adalah the pretest-posttest nonequivalent group design yang merupakan bagian dari kuasi eksperimental. Bentuk perlakuan yang diberikan terdiri dari tiga tahapan, yakni pelatihan praintervensi kepada guru, intervensi guru kepada anak, serta monitoring. Sampel dalam penelitian ini adalah dua kelompok TK A pada dua sekolah yang berbeda di Tanah Sareal (Bogor) dengan membaginya ke dalam kelompok kontrol dan kelompok eksperimen (n=20). Pemilihan partisipan menggunakan teknik purposive sampling dan teacher nomination, yakni anak TK A yang bersekolah di Tanah Sareal, tidak termasuk ABK, serta diidentifikasi oleh guru memiliki keterampilan regulasi emosi lebih rendah dibandingkan teman-teman kelasnya. Data diperoleh melalui total skor dari alat ukur regulasi emosi anak pada pretest, posttest 1, dan posttest 2, diperkaya dengan wawancara terhadap orangtua dan guru serta rekaman video. Hasil uji Mann Whitney-U menunjukkan terdapat perbedaan yang signifikan antara kelompok kontrol dan eksperimen saat posttest 1 dan posttest 2 dilakukan (p<0,05). Dapat disimpulkan bahwa intervensi yang diberikan efektif untuk meningkatkan keterampilan regulasi emosi anak TK A.

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This study aims to look at the effectiveness of storytelling using hand puppets in improving kindergarteners emotional regulation skills in school. The design of this study is the pretest-posttest nonequivalent group design which is part of quasi-experimental. The form of treatment provided consists of three stages, namely pre-intervention training for teacher, teacher-to-child intervention, and monitoring. The population were all kindergarteners in Tanah Sareal (Bogor), by making two school as sample divided into control group and experimental group (n=20). The selection of participants used purposive sampling technique and teacher nomination, namely kindergartener who attend school in Tanah Sareal area, not included to child with special needs, and identified by teachers as having lower emotional regulation skills than their classmates. Data were obtained through total scores from children emotion regulation measurement from pretest, posttest 1, and posttest 2, enriched by interviews and video recordings. The results of the Mann Whitney-U test showed that there were significant differences between the control and experimental groups when posttest 1 and posttest 2 were conducted (p <0.05). Therefore, it could be concluded that the intervention is effective to promote kindergartenersemotion regulation skill."

"ABSTRAKKindness menurut Binfet dan Gaertner (dalam Binfet, 2015), yaitu suatu tindakanmendukung secara emosional atau fisik yang membantu membangun ataumengurus hubungan dengan orang lain. Penelitian ini berfokus pada pemahamankindness dalam menghibur teman, menolong teman, dan berbagi yang dibutuhkananak usia 3-5 tahun dalam interaksi sosialnya. Penggunaan boneka tangan dalambercerita merupakan cara meningkatkan pemahaman kindness pada anak berusia3-5 tahun. Penelitian ini bertujuan untuk mengetahui efektivitas programintervensi bercerita dengan boneka tangan untuk meningkatkan pemahamankindness pada anak usia 3-5 tahun. Penelitian ini dilakukan pada 28 partisipanberusia 3-5 tahun yang berada di salah satu sekolah Jakarta Selatan. Dalampenelitian ini, digunakan desain one group pre-test post-test design. Pre-test danintervensi dilakukan pada hari yang sama. Intervensi bercerita menggunakanboneka tangan dilakukan selama 3 hari. Analisis data pada penelitian inimenggunakan Wilcoxon signed-rank test untuk melihat perbedaan hasil skorantara sebelum dan sesudah dilakukan intervensi. Hasil penelitian menunjukkanadanya peningkatan skor antara sebelum dan sesudah dilakukannya intervensi.

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ABSTRACTKindness, according to Binfet and Gaertner as cited in Binfet (2015), is anemotional or physical support that helps build or maintain relationships withothers. This study focuses on the understanding of kindness such as comfortingfriends, helping friends, and sharing, which children aged 3-5 years need in socialinteractions. This study aims to determine the effectiveness of storytellingintervention program by using hand puppets to improve the understanding ofkindness within children aged 3-5 years. This study was conducted on 28participants aged 3-5 who go to one of the schools located in South Jakarta. Thisstudy use one group pretest and posttest design. Pretest and intervention was done onthe same day, whereas the intervention lasted for 3 days by hand puppets story telling.For this study's data analysis, the researcher uses Wilcoxon signed-rank test to seethe difference between the scores before and after intervention. The resultsshowed the scores have increased after the intervention."

"Penelitian ini bertujuan untuk menguji program intervensi “Three in One” melalui metode storytelling sebagai sarana mengembangkan kemampuan regulasi emosi anak TK (usia 5-6 tahun). Desain penelitian menggunakan the one group pretest-posttest design. Pelaksanaan dilakukan secara daring yang melibatkan peran guru kelas TK B sebagai asisten peneliti yang akan membacakan buku cerita bergambar. Penelitian dimulai dengan training for trainers pada guru sebelum melakukan storytelling dalam program intervensi “Three in One” kepada partisipan penelitian. Partisipan penelitian adalah anak-anak kelas TK B yang berusia lima hingga enam tahun (n= 7). Alat ukur yang digunakan untuk menilai perkembangan regulasi emosi anak saat pretest, posttest, dan follow up adalah The Emotion Regulation Checklist (ERC). Hasil analisis statistik Wilcoxon Signed Rank Test menunjukkan bahwa tidak ada perbedaan yang signifikan pada skor rata-rata kemampuan regulasi emosi anak TK pada waktu pretest (M = 43,29, SD = 1,32) dan posttest (M = 41,64, SD = 3,25) Z = 0,000, p >0,05. Akan tetapi ada perbedaan yang signifikan pada skor rata-rata kemampuan regulasi emosi anak TK pada waktu posttest (M = 41,64, SD = 3,25) dengan follow up (M = 34,64, SD = 1,65) Z = 2,37, p <0,05. Kesimpulannya adalah meskipun program intervensi “Three in One” melalui metode storytelling tidak efektif dalam mengembangkan kemampuan regulasi emosi anak TK (usia 5-6 tahun), namun pengembangan kemampuan regulasi emosi memerlukan waktu yang tidak hanya melibatkan peran guru di sekolah saja, tetapi juga membutuhkan peran orang tua di rumah.

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This aim of this study is examine the intervention program “Three in One” using storytelling method to develop kindergarten’s emotion regulation, aged five to six years old. The design is the one-group pre test-post test design. This research did by online administration which involved kindergarten’s teacher from class B as researcher assistant, who read picture books. First, this research was started by training for trainers to teacher before did a storytelling in intervention program “Three in One” to the participants. The participants were kindergartens in class B which is five to six years old (n=7). The instrument which was used to rate the kindergarten’s emotion regulation development in pre-test, post-test, and follow up is The Emotion Regulation Checklist (ERC). Statistical analysis used Wilcoxon Signed Rank Test showed that no significant differences on kindergarten’s emotion regulation mean scores in pre-test (M = 43,29, SD = 1,32) and post-test (M = 41,64, SD = 3,25) Z = 0,000, p >0,05. But, it showed significant differences on kindergarten’s emotion regulation mean scores in post-test (M = 15,86, SD = 3,25) and follow up (M = 34,64, SD = 1,65) Z = 2,37, p <0,05. The conclusion is even though intervention program “Three in One” using storytelling method is not effective to develop kindergarten’s emotion regulation aged 5-6 years old, the development emotion regulation need much time which wasn’t involved only by teacher’s role at school, but also need the parents’ role at home."

"This book is designed as a practical guide to sharing stories and poetry with chindren through quality prop presentations. Resources to help us adapt these stories artistically to reflect the original books' aesthetics. This book contains high quality paterns that have copyright permissions granted as well as a script adaptation, with suggestions for using the pieces to the fullest to truly engage an audience."

"This book is designed as a practical guide to sharing stories and poetry with chindren through quality prop presentations. Resources to help us adapt these stories artistically to reflect the original books' aesthetics. This book contains high quality paterns that have copyright permissions granted as well as a script adaptation."

"Dalam industri hiburan, telah banyak ditemukan penggunaan strategi transmedia storytelling yang dicetuskan oleh Henry Jenkins untuk menawarkan produk atau jasa kepada target khalayaknya. Tujuan dari strategi ini adalah menyediakan suatu narasi yang dipisah-pisah ke dalam media dan platform yang berbeda, masing-masing dapat menjadi pintu masuk ke dalam dunia cerita tersebut. Penulis-penulis novel juga dapat memanfaatkan strategi tersebut untuk menyampaikan ceritanya kepada pembaca. Dee Lestari, seorang penulis lokal di Indonesia, menggunakan strategi transmedia storytelling dalam bercerita. Makalah ini akan membahas mengenai peran transmedia storytelling bagi Dee Lestari dalam rangka menyampaikan ceritanya kepada para pembaca dengan menggunakan metode deskriptif-kualitatif serta pengumpulan data menggunakan metode desk research. Melalui transmedia storytelling, Dee Lestari dapat memanfaatkan berbagai media dan platform berbeda serta mendorong budaya partisipatoris kepada pembaca-pembacanya.

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In the entertainment industry, there have been many uses of transmedia storytelling by Henry Jenkins to offer products or services to their target audiences. The aim of this strategy is to provide a narrative that is divided into multiple media and platforms, each of which can be an entry point to enter the story world. Novel authors can also use this strategy to convey their stories to readers. Dee Lestari, a local author in Indonesia, uses transmedia storytelling strategy while telling her stories. This research will discuss the role of transmedia storytelling for Dee Lestari in order to deliver the story to her readers using the descriptive-qualitative method and collecting data using the desk research method. Through transmedia storytelling, Dee Lestari can utilize a variety of media and platforms as well as encourage a participatory culture among her readers."

"ABSTRAKPenelitian ini bertujuan untuk mengetahui efektivitas bercerita dengan media boneka dalam menurunkan perilaku agresif pada anak usia prasekolah. Salah satu faktor sosial yaitu media seperti video games, play station, film yang bertema kekerasan mempengaruhi perilaku agresif anak. Oleh karena itu, bercerita dengan media boneka diharapkan dapat menurunkan perilaku agresifnya. Karakteristik sampel adalah anak laki-laki usia prasekolah dan menunjukkan perilaku agresif dalam kelompok borderline dan klinis. Penelitian ini menggunakan desain sebelum dan sesudah intervensi dengan menggunakan alat ukur Child Behavioral Check List yang direspon oleh ibu, wawancara dengan guru dan observasi pada proses intervensi. Kesimpulan dalam penelitian ini adalah 2 subjek menurun perilaku agresifnya dan 1 subjek tidak ada penurunan perilaku agresif. Pada penelitian yang akan datang, penggunaan kelompok kontrol pada intervensi perlu dilakukan untuk mengetahui faktor lain yang dapat berpengaruh pada munculnya perilaku agresif subjek. Para guru juga dapat dilatih memiliki kemampuan yang sama baiknya dengan keahlian seorang pencerita.

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ABSTRACTThe purpose of the study examined The effectiveness of Storytelling with Puppets to Decrease Aggresive Behavior of Preschoolers. One of social factors is media like video games, play station, film with violence themes influence the children aggresive behavior. Therefore, storytelling with puppets intervention is expected to decrease the aggresive behavior. The characteristic of sample is the boys in preschool age and show aggresive behavior on borderline and clinical level. This research use before and after experimental design by using Child Behavioral Check List to mother, interview with teachers and observation in intervention process as instruments. The conclusion are 2 subject decrease their aggresive behavior and there is no decrease on 1 subject. Further research need control group to know the effect of the relevant factors to decrease aggresive behavior of preschoolers. The teachers should be trained as well as storyteller."

"Penelitian ini bertujuan untuk mengetahui adanya perbedaan pengetahuan mengenai manfaat mendongeng, perilaku cara mendongeng, dan frekuensi mendongeng pada para ibu PAUD Al-Qoshosh. Pengetahuan mengenai manfaat mendongeng disusun berdasarkan strategi pembelajaran PAUD melalui metode mendongeng oleh Kusmiadi (2008). Cara mendongeng disusun berdasarkan kurikulum Children?s Literature and Storytelling oleh Speaker (2000). Penelitian ini menggunakan desain pelatihan one group pretest posttest design. Pelatihan dilaksanakan selama 3 (tiga) hari berturut-turut, yakni pada tanggal 29 Juni 2012 hingga 1 Juli 2012. Intervensi yang digunakan dalam penelitian ini adalah pelatihan mendongeng bagi para ibu. Materi yang diberikan dalam pelatihan ini meliputi perkembangan dan masalah perilaku anak pra sekolah, manfaat mendongeng bagi anak, serta cara mendongeng yang baik. Kegiatan evaluasi kerutinan ibu mendongeng dilakukan selama 2 (dua) minggu berturut-turut setelah pelatihan diadakan. Analisis data dalam pelatihan ini merupakan metode analisis data kuantitatif dan kualitatif dengan menggunakan paired sample t-test dan wawancara. Analisis data kuantitatif dalam penelitian ini menunjukkan adanya perbedaan yang signifikan terhadap pengetahuan mengenai manfaat, cara, dan frekuensi mendongeng antara sebelum dan setelah diberikan intervensi (p<0.05). Selain itu berdasarkan persepsi para ibu, telah terjadi pengurangan masalah perilaku anak setelah mereka rutin mendongengi anak.

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The aim of this study is to examine the differences in knowledge of storytelling benefits, methods of storytelling, and storytelling frequency between mothers in PAUD AL-Qoshosh. The knowledge of storytelling benefits is organized by learning strategy in early childhood education on storytelling method by Kusmiadi (2008), which declared many kinds of storytelling benefits for child cognitive and social development, especially in decreasing child behavior problems. The means of storytelling is based on Children?s Literature and Storytelling curriculum by Speaker (2000). This research study used one group pretest posttest design. The training was carried out 3 days from June 29 until July 1, 2012.

The intervention of this study was a training program habituation of storytelling for mothers. The materials were child?s development and behavior problems, storytelling benefits to children, and the means of strorytelling. Evaluation process of mother?s storytelling frecuency was held 2 weeks after the end of training.

Data analysis on this study were both quantitative and qualitative, using paired sample t-tests and interviews. Quantitative data on this study showed the significant difference on knowledge of benefits, means, and frequency of storytelling between before and after intervention (p<0.05). Based on the mother?s perceptions after they routinely conducted storytelling, there was a decrease in their child?s behavior problems."

"ABSTRAKMasih rendahnya minat dan kebiasaan membaca anak-anak Indonesia telah menjadi keprihatinan dan juga sekaligus perhatian banyak pihak. Berbagai upaya telah dilakukan baik melalui penyediaan sarana dan prasarana maupun dengan melakukan berbagai aktivitas yang mendorong tumbuhnya minat baca di kalangan anak-anak. Minat dan kebiasaan membaca pada diri seseorang anak tidak akan tumbuh dengan sendirinya namun perlu dipupuk dan dikembangkan. Salah satu upaya untuk menumbuhkan minat baca pada anak-anak adalah kegiatan mendongeng (storytelling). Melalui kegiatan ini diharapkan anak-anak akan tertarik untuk membaca buku atau bahan bacaan yang ceritanya telah disampaikan dalam kegiatan mendongeng. Dalam kegiatan ilmiah, topik tentang kegiatan storytelling kerapkali dijadikan sebagai bahan penelitian. Salah satu teori yang sering digunakan dalam analisis penelitian adalah narrative paradigm (paradigma naratif) yang dipopulerkan oleh Walter R Fisher. Asumsi dasar dalam paradigma naratif menjelaskan bahwa manusia pada hakekatnya adalah pendongeng (homo narran). Penerapan paradigma naratif dalam penelitian yang mengangkat topik storrytelling dianggap tetap karena mampu menjelaskan unsur-unsur dalam strorytelling seperti unsur pendongengnya (storryteller) dan unsur ceritanya.ABSTRACTThe low interest and reading habits of Indonesian children have become an issue which attracted the attention of many parties. Various attempts have been made, either through the provision of facilities and infrastructures as well as various activities that encourage the reading interest of the children. We realize that the interest and reading habits of children will not grow by itself. Rather, they need to be nurtured and developed. One effort to foster the interest is through storytelling activities. Through this activity, children are expected to be interested in reading books or reading materials whose stories have been presented in storytelling activities. In scientific activities, the topics of storytelling activities are often used as research materials. One theory which is often used as a theoretical framework is the narrative paradigm by Walter R Fisher. The basic assumption in the narrative paradigm explains that humans are essentially storytellers (homo narran). The application of Narrative Paradigm in research focusing on storytelling is considered fixed because it is able to explain elements in storytelling, such as the storyteller and elements of the story."

"[ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh metode storytelling dalammengajarkan bahasa Inggris sebagai bahasa asing kepada anak pra-sekolah.Penelitian dilakukan di sebuah taman kanak-kanak Pendidikan Anak Usia Dini(PAUD). Subjek penelitian ini memiliki keterpajanan yang sangat terbatasterhadap bahasa Inggris sebelum pemberian perlakuan dimulai. Penelitian inimerupakan penelitian kuasi-eksperimental satu kelompok dengan pre-test, posttestI dan post-test II. Kuesioner juga digunakan untuk mengetahui persepsi guruterhadap metode pembelajaran storytelling ini. Teori yang digunakan dalampenelitian ini adalah karakteristik perkembangan bahasa pada anak, pembelajaranbahasa Inggris pada pemelajar usia dini, hipotesis masukan Krashen, hipotesisinteraksi Long, hipotesis keluaran Swain, dan scaffolding dari Bruner. Hasilpenelitian menunjukkan bukti-bukti bahwa pengajaran bahasa Inggris denganmetode storytelling dapat meningkatkan penguasaan kosakata bahasa Inggris anakbaik kemampuan reseptif maupun produktif.

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ABSTRACTThe aim of this study is to present the effects of the storytelling method forteaching English as a foreign language to preschool children. The study wascarried out in a PAUD (Pendidikan Anak Usia Dini/Early childhood educationprogram). The children have a limited exposure to English at home and school.The study is a quasi-experimental research with one group pre-test, post-test I andpost-test II design. A questionnaire was used to find out the teacher?s perceptionabout the storytelling method. Theories which are used in this study are childlanguage development?s characteristics (Santrock, 2007), teaching English as aforeign language to young learners (Pinter, 2009), Krashen?s input hypothesis(1983), Long?s interaction hypothesis (1996), Swain?s output hypothesis (2000),and scaffolding (Bruner, 1957). The findings of this research seem to providesome evidence to show that teaching English language through storytelling canlead to the development of children?s receptive and productive vocabulary, The aim of this study is to present the effects of the storytelling method forteaching English as a foreign language to preschool children. The study wascarried out in a PAUD (Pendidikan Anak Usia Dini/Early childhood educationprogram). The children have a limited exposure to English at home and school.The study is a quasi-experimental research with one group pre-test, post-test I andpost-test II design. A questionnaire was used to find out the teacher’s perceptionabout the storytelling method. Theories which are used in this study are childlanguage development’s characteristics (Santrock, 2007), teaching English as aforeign language to young learners (Pinter, 2009), Krashen’s input hypothesis(1983), Long’s interaction hypothesis (1996), Swain’s output hypothesis (2000),and scaffolding (Bruner, 1957). The findings of this research seem to providesome evidence to show that teaching English language through storytelling canlead to the development of children’s receptive and productive vocabulary]"