pp seminar proposal

8/12/2019 PP Seminar Proposal

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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


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Babies are born with the ability to distinguish speech from

other sounds they hear, even though they do not understandwhat it means. By the time children reach school age, they

are speaking in complex sentences, having conversations, andunderstanding most of what they hear.

Teachers have a huge responsibility to know the studentssubject matter, children, and their teaching. These threethings are always evolving, and its their job to keep up withthe 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 toread, but the teacher have to introduce reading habit. theteacher can do that through story. It possible to improve

students reading motivation.


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Pukeko is one class in kindergarten of New ZealandInternational school Jakarta. Actually, almost all grade

in Primary NZIS used storytelling to guide andstimulate the students in learning process. Especially,In daily the teacher of pukekos class has been usingstorytelling in her strategy to guide the childrens get

new information based on the theme that arediscussed. In the case of this class, Some of Pukekoschildren seen interest when in story time


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But some of them uninterested in story time, it canhappened because they lack of vocabulary, they

think the story so bored for them, or theyunfocused when story time. And from the reasonmake the students lacks of Motivation to payattention in story time.

However, children in Pukekos class come fromdifferent country, with different background andhabit but they have same passion to learn. So, the

teacher has to get ways to motivate the childreninterest and focus in learning process.


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Based on the description above, the writer would like toconduct the research on improving studentsReading

Motivation through storytelling. So, the writer wouldlike to discuss it in her script under the title:

Improving Students Reading Motivation throughstorytelling in kindergarten of New Zealand

International School, Jakarta (Study case inPukeko class)


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Here are some of the researcher problem identifications:

1. Can storytelling improve the students readingmotivation?

2. How is the process of improving students readingmotivation 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?


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Based on identification of the problemabove, it can be seen that the study is stillgeneral and abroad. The writer will focus on

how the process & how the effectiveness ofimproving students reading motivation inkindergarten through storytelling in Pukeko

class


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The research subject is Pukeko students inKindergarten of New ZealandInternational School, Jakarta.

The research object is the effectiveness ofstorytelling method in improving

students reading motivationinKindergarten of New ZealandInternational School, Jakarta.


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KINDERGARTEN

Biechler and Snowman in Musfiroh (2005:2)defined thatkindegarten is children ages 3-6 is pre-school age.

Accoding to (Shagoury., 2006) Kindergarten, invented by

Frederich Froebel in the nineteenth century, is mean toconjure the image of growth a garden of children and thechildren as be plants that grow up in the garden.

Kindergarten is where stage for early childhood to starts theireducation in formal school.

In Addition, Challs(1985) perspective, preschool andkindergarten were times when young children needed to beinvolved in listening to and retelling stories and writing

with crayons, paints, and magnetic letters.


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READING

Grabe and Stoller (2002: 9) state that reading is the ability ofdrawing meaning and interpreting information in the printedpage 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 gaininginformation 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 informationfrom text which read. Guessing and understanding what the

writer mean.


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MOTIVATION

McDonough (1983:142) states that motivation of thestudents is one of the most important factors influencingtheir success or failure in learning the language. A student

who has a high intelligent without having motivation canbe failed in his study. So, the best result will be optimal

with suitable motivation.

In addition, Mc. Donald (in Sardiman, 2008:73) explainedmotivation are energy changes in person who are markedby the emergence of feeling and preceded by response witha purpose.

Motivation has an importance effect on learning process,Motivation has a big role in growing passion to study. It canmake the students feel happy and comfortable to study


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STORYTELLING

Magar in DEALT (2011) stated that storytelling is a great tool to

educate pre-readers as being young, their attention span in shortand an interactive mode of learning such as storytelling capturestheir interest.

Dudley (1997:1) stated that storytelling is the art in which a tellerconveys a message, truths, information, knowledge, or wisdom

to an audience - often subliminally - in an entertaining way,using whatever skills, (musical, artistic, creative) or props hechooses, to enhance the audience's enjoyment, retention andunderstanding of the message conveyed. Stories are sometimestold 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 storeinformation to children brain. Also Moreover, with storytellingthe teacher can motivate and invite the students in learningprocess especially in reading.


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PREVIOUS STUDY

Study about Storytelling method already done by NurulNovianik in 2008. At that research, The writer find

some difficulties to handle the class which very noisyand they are little bit slowly in understanding material.So the writer used storytelling as a teaching techniquethat to facilitate the students in getting better mastery

of vocabulary. Her research already done in SDN 1Sunggingan Miri Kabupaten Sragen. The result ofher reearch are :

The students vocabulary are increasing throughstorytelling method that she used.

By teaching vocabulary using storytelling, the teachercan motivate the students in order to make theminterested in learning vocabulary


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PLACE AND TIME OF RESEARCH

This research will take place at in one of kindergarten inNew 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 ofseveral meeting to observe all activities involved indaily learning and storytelling time untill all data

needed are completed.


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RESEARCH INSTRUMENTS

The researcher assume that Obersvation is looking closely at human behaviours and actsas 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 interviewwith 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 andinterview.

Audio Visual Materials


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RESEARCH PROCEDURE

Preparing the research

Conducting the research

Analyzing the data

Drawing the conclusion


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DATA ANALYZE TECHNIQUE

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

Conclusion/Verification

Data

Collection

DataReduction

DataDisplay


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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


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2. DATA DISPLAY

After the data reduction, the data synthesized into

displays to choose whether the data is important to bestudied or not.

DataReduction

Appropriatedata to bestudied


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3. DRAWING CONCLUSION

This is last step in data analysis of qualitativeresearch is conclusion drawing/verification.It is used to describe all of the data into

conclusion, which it is easy to beunderstood by the writer and other.


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THANK YOU

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