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Introduction
Hai!
Blog ini milik seseorang bernama Nindya Hikmah Meliarany, nama kerennya Ara. Alhamdulillah saya diterima di jurusan Pendidikan Bahasa Inggris tahun 2018 Universitas Negeri Yogyakarta (soalnya ya diterimanya cuma disitu jadi ya diambil aja :') ). That's it! Welcome to my blog~
ICT task
This article is made to fulfill ICT task from Yogyakarta State University.
Summary of : FAIRY STORY INTEGRATION FOR MEANINGFUL CLASSROOM
1. INTRODUCTION
Every child is a part of society. In the next decade, children will grow up and become changemakers of the world. As a part of society, children needs to be a friendly individual who have friendliness value such as showing genuine respect, caring for others, and communicating well. Friendliness is essential skill which important for student in all level of education.
Friendliness Indicator
“Friendliness is the best cure for loneliness” (Chandler, 2012). Being friendliness is effort to make another people feel welcomed. Friendliness defined by Fathurrohman, et al (2013) as the behavioral virtue of being kindly communicative and eager to make friends
and cooperate with other people.
Friendliness Traits
Friendship require responsible act, like give and take. Australian Primary Schools Mental Health Initiative (2013) propose that children in 4 (fourth) grades comprehend the concept of friend as someone who trusts you and is trustworthy. At this age, children can express some friendship skills such as sharing with confidences, making negotiation, and respecting one another.
Developing Sainsmatika Fairytale Books to Enhance Friendliness
Only through personal experiences, child can learn how to interact with other people and find the value his social life. From the perspectives of cognitive-social development theories, social interaction is very important for children because it will help develop their conceptions of social and moral rules (Smetana, 2006; Turiel, 1998).
2. MATERIAL & METHOD
In this study, the student groups examined to respond some open-ended problem which presented during 3 (three) week instructions. Students responses and activity were scored on 5-point scale. The final result for this study is investigating the use of Sainsmatika Fairytale Book as a tool to enhance student friendliness.
Participants
The population involved in this research consists of 80 fourth-grade students in Daerah Istimewa Yogyakarta Province in Indonesia. These research subjects are 37 male students and 43 the city center. The respondents were selected through a purposive sampling technique, where only fourth-grade students of elementary schools which are appointed to undertake pilot projects of the national curriculum of Indonesia were involvedfemale students who live in a homogenous area, which is a highland area not far from the city center. The respondents were selected through a purposive sampling technique, where only fourth-grade students of elementary schools which are appointed to undertake pilot projects of the national curriculum of Indonesia were involved.
Problem Selection
Five indicator of friendliness character were selected and adapted for the stories activity content. The indicator such as sociable, glad to share, respect to other, reciprocity, and open-minded are adapted to the fairy stories. The activity content problem was develop based on area and perimeter and also sound energy substance. Students are requested to solve the problem with their classmates. They will be faces difficulty if don’t accustomed to independently share their idea.
Design and Procedure
During the 3 week study, experimental group engaged in instruction which using SFB (Sainsmatika Fairytale Book) as teaching tool. Student were randomly split into groups and learn to intermingle with everyone in classroom.
Evaluation Instrument
Students’ performance level assessing based on their behavior during the instruction. The data were collected through observation and questionnaires.
Data Analyze
The collected quantitative data were then analyzed using a descriptive and one way ANOVA statistics method with the error rate at 5%. It is to determine if the use of sainsmatika fairytale books significantly affects students’ character of friendliness.
3. RESULTS & DISCUSSION
Results
Based on the collected data through observation, it is found that the character of friendliness of students who learned through sainsmatika fairytale books shows significant enhancement if compared to students who did not learn through sainsmatika fairytale books.
Discussion
Through Story, Student do Self-Reflection About Friendliness Value
A fairy tale as part of children’s literature does not only bring entertainment, but it also allows moral values which are believed by the society as the truth to be passed down from generation to generation. Even by people in the past, a fairy tale is considered to be the only way to teach readers especially children about important values in life. Indeed, a fairy tale exists through its mission to deliver moral teachings. It sets examples which provide guidance on how one should behave and live his life, and the messages it contains are usually implied or expressed through pictures or persuasive plots. The friendliness value in story of Sainsmatika Fairytale Book (SFB) gives students the chances to practice self-reflection, encouraging them to feel as if they are parts of the story so they are emotionally engaged to take good examples from their experiences through the fairy tale.
Improve Student Friendliness Through Direct Activity
Every child is a part of society. In the next decade, children will grow up and become changemakers of the world. As a part of society, a child as an individual needs basic social skills such as showing genuine respect, caring for others, and communicating well. However, there is no way that a child can possess these social skills in an instant. To have well-developed social skills, a child is indeed required to get actively involved in the real situations of social interaction. Only through personal experiences can a child learn how to interact with other people and find the value his social life.
4. CONCLUSION
Sainsmatika Fairytale Books (SFB) is a tool to improve students’ friendliness character. The differences among SFB and the general fairytale is SFB containing science and mathematics’ content so SFB can used as a learning tool in instructional situation. The friendliness value, which developed to the fairy stories gradually changes student perspective about friendship and direct the student to reflect they behavior to another people. The direct activity content in SFB, had much role to improve student friendliness. During the instruction, student is encouraged to speak, listen and share their perspective, idea or responses to all classmates. One most difference atmosphere is they learn to
apreciate and accept the another student without except for. The stimuli, like fairystories is a precise tool to enhance student friendliness. Teacher can also adapted this approach to improve student friendliness character using another popular fairystories, like ‘Tinkerbell’ or
‘Peterpan’ with a little alteration. So it can used as a learning tool in classroom situation and accepted by all students.
5. REFERENCES
Australian Primary Schools Mental Health Initiative. (2013). Helping children learn positive friendship skills. Accessed from www.kidsmatter.edu.au.
Bennett, J., Espie, C., Duncan, B., Minnis, H. (2009). A qualitative exploration of children’s
understanding of indiscriminate friendliness. Clinical Child Psychology and Psychiatry, 14(4),595-618. DOI: 10.1177/1359104509339137.
Borba, M. (2015). Friendship matters: Helping kids make friends. Online article. Accessed from http://micceleborba.com/teaching-kids-friendship-making-skills/.
Cuddon, J. A., (1998). A dictionary of literacy terms and literacy theory (4th ed.). Revised by Preston C.E. Oxford: Blackwell Publishers Ltd.
Davidson, M., Lickona, T., & Khmelkov, V. (2006). Building smart & good schools.Unpublished manuscript. Center for the 4th and 5th Rs and the Institute for Excellence and Ethicks.
Dananjaja, James. (2007). Folklore indonesia ilmu gosip, Dongeng dan Lain-lain. Jakarta: Pustaka Utama Grafiti. Fathurrohman, P., Suryana, A., & Fatriani, F. (2013). Pengembangan
pendidikan karakter. Bandung: Refika Aditama.
Grose, M. (2008). 12 friendship skills every child needs. Online article. Accessed in 22 November 2016. Downloded in parentingideas.com.au.
Gabitov, A.I. & Ilyasova, L.G. (2016). Use of automated instruments of text analysis to provide proper difficulty level of English language educational materials. Problems of Modern Pedagogical Education: Pedagogy and Psychology, 53(3), 101-108.
Hall, C., Domhoff, C. (1967) . Friendliness in dreams. The Journal of Social Psychology, 62(2), 309-314, DOI: 10.1080/00224545.1964.9919528.
Horn, S. S., Daddis, C., & Killen, M. (2014). Hubungan sebaya dan kelompok: Dampaknya bagi pendidikan moral.
Huck, C., et.al. (1987). Children literature in elementary scholl. Chicago: Rand Mc Nally College Publishing Company.
Indonesia National Ministry of Education. (2011). Panduan pelaksanaan pendidikan karakter. Badan Penelitian dan Pengembangan Pusat Kurikulum dan Perbukuan. Jakarta.
Joseph, G.E., Strain, P., Yates, T. (2010). Social emotional teaching strategies. Presenter scripts. The Center on The Social and Emotional Foundations for Early Learning.
Kilic, Y. (2015). Survey on effects of fairy
tales on Turkish language training from secondary school students’ perspective. Educational Reasearch and Reviews, 10(4): 388.
Kohlberg, L. (1969). Stage and sequence: the cognitive-developmental approach to socialization. In D. A. Goslin (Ed.). Handbook of socialization theory and research. Chicago: Rand McNally.
Lepin, M. 2012. Fairy tales in teaching english language skills and values in school stage II. Unpublished bachelor thesis, University of Tartu, Tartu.
Livo, N.J. 2003. Bringing out their best values education and character development through traditional tales. Westport: A Division of Greenwood Publishing Group, Inc.
McElmeel, S. (2002). Character education: A book guide for teachers, librarians, and parents. Greenwood Village: Libraries Unlimited.
Mitchell, D. (2003). Children literature: An invitation to the world. Florida: Pearson, Allyn &
Bacon.
http://uny.ac.id
http://journal.uny.ac.id
Summary of : FAIRY STORY INTEGRATION FOR MEANINGFUL CLASSROOM
1. INTRODUCTION
Every child is a part of society. In the next decade, children will grow up and become changemakers of the world. As a part of society, children needs to be a friendly individual who have friendliness value such as showing genuine respect, caring for others, and communicating well. Friendliness is essential skill which important for student in all level of education.
Friendliness Indicator
“Friendliness is the best cure for loneliness” (Chandler, 2012). Being friendliness is effort to make another people feel welcomed. Friendliness defined by Fathurrohman, et al (2013) as the behavioral virtue of being kindly communicative and eager to make friends
and cooperate with other people.
Friendliness Traits
Friendship require responsible act, like give and take. Australian Primary Schools Mental Health Initiative (2013) propose that children in 4 (fourth) grades comprehend the concept of friend as someone who trusts you and is trustworthy. At this age, children can express some friendship skills such as sharing with confidences, making negotiation, and respecting one another.
Developing Sainsmatika Fairytale Books to Enhance Friendliness
Only through personal experiences, child can learn how to interact with other people and find the value his social life. From the perspectives of cognitive-social development theories, social interaction is very important for children because it will help develop their conceptions of social and moral rules (Smetana, 2006; Turiel, 1998).
2. MATERIAL & METHOD
In this study, the student groups examined to respond some open-ended problem which presented during 3 (three) week instructions. Students responses and activity were scored on 5-point scale. The final result for this study is investigating the use of Sainsmatika Fairytale Book as a tool to enhance student friendliness.
Participants
The population involved in this research consists of 80 fourth-grade students in Daerah Istimewa Yogyakarta Province in Indonesia. These research subjects are 37 male students and 43 the city center. The respondents were selected through a purposive sampling technique, where only fourth-grade students of elementary schools which are appointed to undertake pilot projects of the national curriculum of Indonesia were involvedfemale students who live in a homogenous area, which is a highland area not far from the city center. The respondents were selected through a purposive sampling technique, where only fourth-grade students of elementary schools which are appointed to undertake pilot projects of the national curriculum of Indonesia were involved.
Problem Selection
Five indicator of friendliness character were selected and adapted for the stories activity content. The indicator such as sociable, glad to share, respect to other, reciprocity, and open-minded are adapted to the fairy stories. The activity content problem was develop based on area and perimeter and also sound energy substance. Students are requested to solve the problem with their classmates. They will be faces difficulty if don’t accustomed to independently share their idea.
Design and Procedure
During the 3 week study, experimental group engaged in instruction which using SFB (Sainsmatika Fairytale Book) as teaching tool. Student were randomly split into groups and learn to intermingle with everyone in classroom.
Evaluation Instrument
Students’ performance level assessing based on their behavior during the instruction. The data were collected through observation and questionnaires.
Data Analyze
The collected quantitative data were then analyzed using a descriptive and one way ANOVA statistics method with the error rate at 5%. It is to determine if the use of sainsmatika fairytale books significantly affects students’ character of friendliness.
3. RESULTS & DISCUSSION
Results
Based on the collected data through observation, it is found that the character of friendliness of students who learned through sainsmatika fairytale books shows significant enhancement if compared to students who did not learn through sainsmatika fairytale books.
Discussion
Through Story, Student do Self-Reflection About Friendliness Value
A fairy tale as part of children’s literature does not only bring entertainment, but it also allows moral values which are believed by the society as the truth to be passed down from generation to generation. Even by people in the past, a fairy tale is considered to be the only way to teach readers especially children about important values in life. Indeed, a fairy tale exists through its mission to deliver moral teachings. It sets examples which provide guidance on how one should behave and live his life, and the messages it contains are usually implied or expressed through pictures or persuasive plots. The friendliness value in story of Sainsmatika Fairytale Book (SFB) gives students the chances to practice self-reflection, encouraging them to feel as if they are parts of the story so they are emotionally engaged to take good examples from their experiences through the fairy tale.
Improve Student Friendliness Through Direct Activity
Every child is a part of society. In the next decade, children will grow up and become changemakers of the world. As a part of society, a child as an individual needs basic social skills such as showing genuine respect, caring for others, and communicating well. However, there is no way that a child can possess these social skills in an instant. To have well-developed social skills, a child is indeed required to get actively involved in the real situations of social interaction. Only through personal experiences can a child learn how to interact with other people and find the value his social life.
4. CONCLUSION
Sainsmatika Fairytale Books (SFB) is a tool to improve students’ friendliness character. The differences among SFB and the general fairytale is SFB containing science and mathematics’ content so SFB can used as a learning tool in instructional situation. The friendliness value, which developed to the fairy stories gradually changes student perspective about friendship and direct the student to reflect they behavior to another people. The direct activity content in SFB, had much role to improve student friendliness. During the instruction, student is encouraged to speak, listen and share their perspective, idea or responses to all classmates. One most difference atmosphere is they learn to
apreciate and accept the another student without except for. The stimuli, like fairystories is a precise tool to enhance student friendliness. Teacher can also adapted this approach to improve student friendliness character using another popular fairystories, like ‘Tinkerbell’ or
‘Peterpan’ with a little alteration. So it can used as a learning tool in classroom situation and accepted by all students.
5. REFERENCES
Australian Primary Schools Mental Health Initiative. (2013). Helping children learn positive friendship skills. Accessed from www.kidsmatter.edu.au.
Bennett, J., Espie, C., Duncan, B., Minnis, H. (2009). A qualitative exploration of children’s
understanding of indiscriminate friendliness. Clinical Child Psychology and Psychiatry, 14(4),595-618. DOI: 10.1177/1359104509339137.
Borba, M. (2015). Friendship matters: Helping kids make friends. Online article. Accessed from http://micceleborba.com/teaching-kids-friendship-making-skills/.
Cuddon, J. A., (1998). A dictionary of literacy terms and literacy theory (4th ed.). Revised by Preston C.E. Oxford: Blackwell Publishers Ltd.
Davidson, M., Lickona, T., & Khmelkov, V. (2006). Building smart & good schools.Unpublished manuscript. Center for the 4th and 5th Rs and the Institute for Excellence and Ethicks.
Dananjaja, James. (2007). Folklore indonesia ilmu gosip, Dongeng dan Lain-lain. Jakarta: Pustaka Utama Grafiti. Fathurrohman, P., Suryana, A., & Fatriani, F. (2013). Pengembangan
pendidikan karakter. Bandung: Refika Aditama.
Grose, M. (2008). 12 friendship skills every child needs. Online article. Accessed in 22 November 2016. Downloded in parentingideas.com.au.
Gabitov, A.I. & Ilyasova, L.G. (2016). Use of automated instruments of text analysis to provide proper difficulty level of English language educational materials. Problems of Modern Pedagogical Education: Pedagogy and Psychology, 53(3), 101-108.
Hall, C., Domhoff, C. (1967) . Friendliness in dreams. The Journal of Social Psychology, 62(2), 309-314, DOI: 10.1080/00224545.1964.9919528.
Horn, S. S., Daddis, C., & Killen, M. (2014). Hubungan sebaya dan kelompok: Dampaknya bagi pendidikan moral.
Huck, C., et.al. (1987). Children literature in elementary scholl. Chicago: Rand Mc Nally College Publishing Company.
Indonesia National Ministry of Education. (2011). Panduan pelaksanaan pendidikan karakter. Badan Penelitian dan Pengembangan Pusat Kurikulum dan Perbukuan. Jakarta.
Joseph, G.E., Strain, P., Yates, T. (2010). Social emotional teaching strategies. Presenter scripts. The Center on The Social and Emotional Foundations for Early Learning.
Kilic, Y. (2015). Survey on effects of fairy
tales on Turkish language training from secondary school students’ perspective. Educational Reasearch and Reviews, 10(4): 388.
Kohlberg, L. (1969). Stage and sequence: the cognitive-developmental approach to socialization. In D. A. Goslin (Ed.). Handbook of socialization theory and research. Chicago: Rand McNally.
Lepin, M. 2012. Fairy tales in teaching english language skills and values in school stage II. Unpublished bachelor thesis, University of Tartu, Tartu.
Livo, N.J. 2003. Bringing out their best values education and character development through traditional tales. Westport: A Division of Greenwood Publishing Group, Inc.
McElmeel, S. (2002). Character education: A book guide for teachers, librarians, and parents. Greenwood Village: Libraries Unlimited.
Mitchell, D. (2003). Children literature: An invitation to the world. Florida: Pearson, Allyn &
Bacon.
http://uny.ac.id
http://journal.uny.ac.id
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