THE EFFECTIVENESS OF PUPPET IN STORYTELLING ACTIVITIES TO ENHANCE EARLY CHILHOOD STUDENTS’ ENGLISH LITERACY
Keywords:
Puppet, storytelling, literacy, early childhoodAbstract
This study aims to measure the influence and contribution of storytelling techniques using puppet media in developing English literacy among early childhood students, including improving oral language comprehension, vocabulary enrichment, and moral and social value development. The research employed a true experimental design with two groups: a control group (B1) and an experimental group (B3). Pre-tests and post-tests were administered to both groups in the form of vocabulary tests. However, treatment was only given to the experimental group using hand puppet media in storytelling activities, while the control group used picture media for literacy development. Participants were students from Classes B1 and B3 at TK Aisyiyah Bustanul Athfal Lhong Raya, with 24 students each, selected through random sampling. Data analysis was conducted using quantitative (t-test formula) and qualitative approaches (direct observation and simple interviews). The paired sample t-test analysis showed a t-table value (2.0686) greater than the calculated t-value (-9.67), with -9.67 < 2.068 and significance 0.000 < 0.05, indicating Ha acceptance. This can be interpreted as a significant difference in English literacy among kindergarten students at Bustanul Athfal before and after using puppet media in storytelling activities. Meanwhile, observation results and simple student interviews showed positive engagement and improved vocabulary retention through puppet-mediated storytelling activities.
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