PERAN ILUSTRASI DALAM BUKU CERITA BERGAMBAR TERHADAP PEMAHAMAN CERITA BERBAHASA INGGRIS PADA ANAK PRASEKOLAH
| Main Authors: | , ROSALIA EMMY LESTARI, , Prof. Dr. Sartini Nuryoto |
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| Format: | Thesis NonPeerReviewed |
| Terbitan: |
[Yogyakarta] : Universitas Gadjah Mada
, 2012
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| Subjects: | |
| Online Access: |
https://repository.ugm.ac.id/97901/ http://etd.ugm.ac.id/index.php?mod=penelitian_detail&sub=PenelitianDetail&act=view&typ=html&buku_id=54341 |
Daftar Isi:
- The teachers of preschool educational institutions are using variety of exciting activities to teach a foreign language to their students, such as pictures, games, songs, and storytelling. Even though, when children listened to the story, they did not understand the words� meaning. It can happen to the children because they are still have limited understanding, the story has too much vocabulary or even the absence of illustrations or images which can help the child visualization. This study aims to know the role of illustration in pictorial story book toward English language story comprehension to preschool children. Story comprehension is an ability to understand the content of a story correctly, which knows the words and retells the story accurately. This research was an experimental study which the draft design used Posttest-only design with nonequivalent groups. Subjects were 20 preschool children aged 5-6 years. All 20 children grouped into two groups, namely Control Group (CG) and Experimental Group (EG), which contained 10 children each group. To the Experimental Group, the illustration disclosed to research subjects when the story read. To the Control Group, the illustrations did not disclose to research subjects when the story read. At a later stage, the researcher assessed the subjects� understanding of the story. Subjects have shown a few pieces of the picture. In that case, the subjects have asked to match between text and image, and retell the image/illustration which shown to them. The results of word comprehension test showed p> 0.05 (0.815) and the results of story comprehension test also showed p> 0.05 (0.817). So it can be concluded that the use of illustrations media in pictorial story books have no effect on the ability to understand the English story. Subjects can identify the picture and connect it with the vocabularies that they heard, but they have not been able to retell (in English) the picture which shown to them. The results above showed that research procedures have not been able to test the English language story understanding to the preschoolers. Thus, the children�s disability to retell the story was not caused by the children�s misunderstanding to the picture, but they still learned an introduction of simple words in the preschool educational institutions. In addition, the equality of children�s English ability before the experiment was unknown because of the absence of a pretest. Thus, the results of this study still need to be sharpened by further research.