ANALYSIS OF LANGUAGE DEVELOPMENT STRATEGIES FOR CHILDREN

AGED 5-6 YEARS THROUGH STORYTELLING METHODS AT MAWAR

KINDERGARTEN, T'EBA VILLAGE, BIBOKI TANPAH DISTRICT

Yanti Tefa1, Maryance Ferawati Tamelab 2

Early Childhood Christian Education Study Program
IAKN Kupang
athytefa1922@gmail.com , ellatamelab2@gmail.com

Abstract
This study examines the effectiveness of storytelling as a method for enhancing
language development in children aged 5-6 years. This study uses a qualitative
approach. The study observed 20 children's language acquisition through a
storytelling program. The research collected data through observation and
interviews of the children's storytelling activities. The findings reveal that
storytelling can be a valuable tool for promoting language development, including
expanding vocabulary, improving sentence structure, and developing storytelling
skills. The study also identified that children's engagement in storytelling activities
positively impacts their motivation to learn and interact with their peers. Based on
these findings, the study suggests that incorporating storytelling activities into
early childhood education programs can support children's language development,
providing a solid foundation for future academic and social success. This study
highlights the importance of effective language development strategies to help
young children's learning and development.
Keywords: Storytelling, language development, Early Childhood Education

Abstrak
Penelitian ini dilakukan untuk mengetahui efektivitas ceritanya sebagai metode
untuk meningkatkan perkembangan bahasa pada anak-anak berusia 5-6 tahun.
Studi ini menggunakan pendekatan kualitatif. Studi ini mengamati 20 anak
memperoleh bahasa melalui program ceritanya. Penelitian ini mengumpulkan data
melalui pengamatan dan wawancara aktivitas cerita anak-anak. Temuan ini
mengungkapkan bahwa storytelling dapat menjadi alat berharga untuk
mempromosikan pengembangan bahasa, termasuk memperluas kosa kata,
meningkatkan struktur kalimat, dan mengembangkan keterampilan menceritakan
cerita. Studi ini juga mengidentifikasi bahwa keterlibatan anak-anak dalam
kegiatan bercerita memiliki dampak positif pada motivasi mereka untuk belajar
dan berinteraksi dengan rekan-rekan mereka. Berdasarkan temuan ini, penelitian
ini menyarankan bahwa mengintegrasikan kegiatan ceritanya ke dalam program
pendidikan anak usia dini dapat mendukung perkembangan bahasa anak-anak,
memberikan dasar yang kuat untuk kesuksesan akademik dan sosial di masa
depan. Studi ini menyoroti pentingnya strategi pengembangan bahasa yang efektif
untuk membantu pembelajaran dan perkembangan anak-anak muda.
Kata Kunci: Storytelling, Pengembangan Bahasa, Pendidikan Anak Usia Dini

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1. INTRODUCTION
Language is a means of communication, and language development in children
begins early through experience and interaction with the surrounding environment. The
primary goal of language development in early childhood is to enable them to
communicate verbally with the people around them. There are four language skills that
children should develop. Namely, the ability to listen, speak, read, and write and the
process of language development should include these four skills. Therefore, activities
involving all four language skills should be done to improve the child's language skills.
Young children have unique characteristics, and their world is a world of play.
Therefore, the strategies used in language development must be adapted to their world.
There are many media that teachers and parents can use to support a child's language
development, such as songs and stories that are popular today. Parents need to give
guidance to maximize the results. Children need to be allowed to experience a
language-rich environment, develop self-confidence, and express themselves in
different situations.
Based on the preliminary observations that the researchers made on March 15,
2023, 20 children at Mawar Kindergarten found that there are still seven children with
low language skills. It is seen from the presence of some things that the child cannot do
perfectly by his age, as the child cannot name 1-10 in Indonesian, mentions the names
of animals in Indonesia, and tells stories using the local language. This condition is
because the child is not used to communicating using the Idononesia language at home
and in the playing environment.
From the observations above, the Early Childhood Education teacher must have
an excellent strategy to improve the language skills of 5-6 years old in Early Childhood
Education. The design is needed because early education is crucial in the development
of children. After all, it is the basic foundation for their personality. Children aged 5-6
years experience a period of extremely rapid growth of intelligence, known as the
Golden Age. The Golden Age is the first period in building the foundation for
developing a range of activities to help optimize the child's potential from an early age.
In addition, creativity in spoken language is also an essential factor in the development
of child intelligence.
Through the development of language knowledge, children can practically
express themselves, and this can increase their awareness of the need to listen. The
methods should be flexible when teaching children and considering the applicable
norms. Similarly, there are many ways to instill positive values in children, one of
which is by telling stories. Children are more likely to use mobile phones as a source of
learning than books.
Article 3 of Law No. 20 of 2003 stipulates that National Education aims to
develop the capacity and shape the character and civilization of a nation with a high
position to improve the country's quality of life. The goal is to create the student's
potential to become a believing man, fear the One God, and be a noble, healthy,
knowledgeable, competent, creative, independent, and democratic citizen. Therefore,
early childhood education aims to provide parenting and guidance appropriate to the
child's age so that the child can grow and develop into a knowledgeable, creative,
independent, and responsible individual.

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 It is crucial to stimulate child development from an early age, and there are six
aspects to pay attention to, one of which is language skills. Early childhood Language
development includes speaking and listening, reading, and writing skills. Language is
an essential means of communication in everyday life, both in oral and written form.
Language also allows one to convey a message or purpose to others so the recipient can
understand the news well.
KBBI defines language as an arbitrary sound-symbol system a group of
communities uses to collaborate, interact, and identify themselves. Although language
has similar functions to notes on tones, the benefits given vary significantly between
the two. Therefore, language skills are essential to develop, especially in preschool
when a child meets peers in play. With communication, the child can socialize and play
with others.
The goal of developing language skills in early childhood is that they can express
their thoughts in a simple, accurate language, communicate effectively, and arouse
interest in speaking. Language development in early childhood includes listening,
speaking, expanding vocabulary, and recognizing symbols that symbolize words for
preparation for reading and writing.
According to the Directorate of PADU in 2001, learning in early childhood can
be carried out using several methods, including: (a) telling stories, (b) singing, (c)
playing a role, (d) playing roles, (e) counseling/demonstration (f) giving tasks (g)
project/observation method (h) crafting method (i) talking method (j) training.
Storytelling or narrative activities have become part of a cultural heritage that has
long been known to society, even considered a custom or tradition for parents to sleep
with their children. Fairy tales can convey many things about life to children, including
moral messages and religious values, through the characters in the stories.
Helen Paterson (2019), the storytelling method significantly impacts the
development of children's language skills, reading skills, and understanding. Paterson
emphasized the importance of the quality of stories delivered to children. Stories rich in
vocabulary, good narrative structure, and solid emotional elements can affect children's
language development and literacy. Mary Renck Jalongo (2017) also highlights the role
of storytelling methods in developing children's emotional intelligence. Children can
recognize and understand various emotions through stories, learn to manage their
feelings and develop empathy and healthy social relationships.
Other opinions expressed by Pamela Woolner, an expert in early childhood
education, highlight the importance of interactive aspects in storytelling methods. He
stressed that when adults interact with children during storytelling, such as listening to
their responses, answering questions, and stimulating discussion, it can enrich
children's understanding of stories and develop their communication skills. In addition,
this method also allows children to listen carefully, ask questions, answer questions,
and recount and express their understanding of the story's content. Thus, the wisdom of
the story's content can be understood and slowly listened to, understood, implemented,
and told to others.
The method of telling stories is one of the methods that are widely used in
children's gardens. The storytelling method is one of the learning strategies that can
provide a learning experience for children. Teachers should communicate stories orally
in a way that attracts and attracts children's attention during the educational objectives
of kindergarten children. To be able to tell a good story, teachers should consider the
following things: (1) Master the content of the story rigorously, (2) Have the skills to

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tell a story, (3) Practice the rhythm and sound modulation continuously, (4) Use
equipment that attracts the attention of the child, (5) Create an emission situation by the
story's demands. The teaching program aims to help develop the child's basic abilities
in creation, i.e., to be smooth, flexible, and original in speaking, thinking, and
performing fine and rough motor activities, and help improve the child's primary
language skills to communicate verbally with the surrounding environment.
Research relevant to this research includes (1) Karimah & Chandra (2021) at
PGRI University Semarang. With the title "Analysis of the Development of Languages
Through Storytelling in the Morning Journal and StoryTelling In the Age of 4-5 years
at the Muslim School of Education NU Masyithoh 19", the results of his research stated
that the existence of problems found in the development of language is due to the
family environment that has various habits so that the child gets less opportunity to
speak and listen to stories or fairy tales. In addition, less apparent words are learned
through the family environment. Parents should permit less perfect language in
speaking that but instead make a joke by parents. In such a situation, the child does not
know the correct word in speech. The study results concluded that the learning stages
had implemented the strategy for developing a child's language skills through the
habits carried out in class. (2) Neli Gustuti, Mardiah Astuti, and Elsa Cindrya (2022)
UIN Raden Fatah Palembang with the title "Influence of Methods of Storytelling
Against the Development of Languages in Group B in PAUD Mandiri Desa Suka
Negeri Kecamatan Banding Agung Kabupaten Ogan Komering Ulu Selatan" in the
results of its research the researchers stated that the presence of obstacles faced by the
researcher is the child has not yet focused in the learning process with the method of
storytelling aided by media puppet hand that the researcher does or gives. The case
happens during the learning process; the children are still busy with their activities and
must pay attention to their teacher talking in front of the class. The child's level of
focus is still disturbed, so they cannot read a story properly, which results in the child
having difficulty answering the questions given by his teacher. Based on the results of
the research, After viewing the pre-test and post-test process, the researchers stated that
the method of telling about the ability to sympathize with the children of group B in
PAUD Mandiri Desa Suka Negeri Kecamatan Banding Agung Kabupaten Ogan
Komering Ulu Selatan is very influential. Because here in the developmental activity,
the child who initially received low values now gets high values.

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2. RESEARCH METHODS
The study was designed using qualitative methods with a descriptive approach.
The descriptive approach is chosen because it can help in the systematic, factual, and
efficient data collection according to the desired picture during the research.
In this study, the researchers used a design of qualitative descriptive research, the
design of the study used researchers to describe and explain the analysis of language
development strategies in children aged 5-6 years through the method of storytelling at
Mawar Kindergarten, T'eba Village, Biboki Tanpah District
3. RESULTS AND DISCUSSION
Based on the results of research, there are several strategies implemented by
Early Childhood Education Teachers in developing the language of children aged 5-6
years through the method of telling, among others:
1. Read a storybook with a varied intonation and attract the child's attention to explore
and understand the story.
Massey, Pence, Justice & Bowles (2020) shared reading and dialogic reading
positively affect children's vocabulary, expressive language, receptive language,
and overall oral language skills. Reading practices can significantly contribute to
developing children's oral language abilities during preschool.
To execute this strategy, Early Childhood Education teachers chose an
attractive storybook that suited the children's interests and abilities. Teachers can
select a storybook that contains a vocabulary that is easy to understand by the child
but also challenging enough to master. In addition, the teacher has also prepared the
right time and atmosphere to read the storybook.
In reading a storybook, an Early Childhood Education teacher uses varied
intonation to show the emotions and feelings of the characters in the story.
Teachers also often emphasize essential words and explain the meaning of words
unknown to the child. In addition, teachers sometimes also show pictures in a
storybook to children and ask them to explain the concept.
Through this strategy, children actively learn language through storytelling
activities. This strategy can help them to expand their vocabulary, understand the
structure of the language, and improve their overall communication skills. Ask
questions about the story's content, ask the child to identify the characters, and
predict the course of the following story.
In implementing this strategy, Early Childhood Education teachers choose
questions that match the child's level of understanding and ask structured questions
so the child can better understand the story being discussed. For example, a teacher
can ask questions like "Who is the main character in this story?" Alternatively,
"What will happen next?". The teacher also sometimes asks the child to further
explore the characters in the story by asking questions such as "How did the main
character feel when he did the action?" Or "Why does this person do that?"
Questions like this can help the child understand the characters' feelings and
motives in the story.
Early Childhood Education teachers also ensure that children feel
comfortable expressing their opinions and are not afraid or ashamed to speak in
front of their friends. It can be overcome by giving enough opportunities for
children to communicate and provide positive feedback on every response they
give. Children can engage more actively in language learning through storytelling
activities and deepen their understanding of the contents of the story and the

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characters in it. This technique will help children to improve their overall language
skills.
2. Give children the opportunity to express their opinions about stories they are
reading or stories they already know.
Vygotsky & Weisberg (2018), when children were encouraged to share their
opinions about the characters in a story, it promoted their ability to understand and
empathize with the perspectives and emotions of others. Discussing and evaluating
story characters can be valuable in promoting social and emotional development in
young children.
In implementing this strategy, Early Childhood Education teachers need to
allow the child to practice telling stories verbally and in writing. Teachers can also
help the child to start telling the story again by asking a structured question, such as
"What was the title of the story you heard?" "Who is the main character in this
story?" This practice will help the child to start telling stories more quickly. The
teacher also supports the child in rewriting the stories he has heard by providing
help in writing difficult words and showing the correct way of writing. This
strategy will help children to train their writing skills and expand their vocabulary.
In implementing this strategy, Early Childhood Education teachers also give
positive feedback on each child's attempt to tell the story and allow the child to
practice telling the story as much as possible. The feedback will help the child to
improve their skills in telling stories, both verbally and in writing.
3. Encourage children to tell their own experiences using good and correct language.
The characteristics of narrative language, such as richness of detail, story
complexity, and understanding of narrative structure, are also related to children's
narrative abilities. Children who can create more elaborate narratives and
understand the structure of a story tend to exhibit superior narrative skills (Fiestas
et al., 2021). With the addition of Brandt-Kobele, Bianco, dan Paz-Alonso (2018),
narrative abilities that involve aspects such as understanding the narrative structure,
richness of detail, and the ability to construct coherent stories play a crucial role in
reading comprehension.
In implementing this strategy, Early Childhood Education teachers must
allow the child to use their imagination and creativity to create unique and exciting
stories. Teachers should provide various stimuli to help children develop stories,
such as pictures or objects that can be inspired. In addition, the teacher also assists
in finding ideas for stories, as well as providing support in developing interesting
plot stories and characters.
In this strategy, Early Childhood Education teachers give positive feedback
on each child's effort in creating stories and allow the child to improve their stories.
This strategy will help the child to feel appreciated and motivated to continue to
develop their writing skills.
These strategies can help children to develop their language skills more
holistically. By creating their own stories, children can practice various aspects of
language, such as vocabulary, grammar, and sentence structure. It will help
children to expand their overall language skills.

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4. Allow playing roles and drawing that relates to the stories read.
Jones & Reynolds (2023), children can expand their vocabulary, develop
speaking and listening skills, and strengthen narrative comprehension through
dramatic play. Dramatic play activities can also enhance children's learning
motivation and foster emotional connections with stories and characters in the
learning process. In addition, Zhu & Zhang (2018), through role-play, children can
enhance their speaking skills, expand their vocabulary, develop an understanding of
grammar, and improve overall communication skills. Role-play activities can help
children develop creativity, problem-solving abilities, and social and emotional
understanding. In these role-playing games, children can practice using language
and practice their social skills in a fun and interactive way. Teachers should also
prepare different situations or scenarios for each role-playing game, such as playing
doctors-patients, restaurants, or schools. In role-playing games, children can speak
and interact with each other in a language relevant to the situation.
This strategy can be done if Early Childhood Education teachers have already
made sure that the role-playing game is tailored to the interests and abilities of the
children, as well as providing clear and easy-to-understand instructions for each
role game performed.
Role-playing games can also help children develop their social and emotional
skills. In role-playing games, children can learn about empathy and develop the
ability to regulate and control their emotions. It can also help children to enhance
their confidence and leadership skills.
5. Provides an environment that supports language learning, such as posters or images
that contain the vocabulary or grammar given in the story.
In this strategy, Early Childhood Education teachers and children will work
together to create stories that develop the child's language skills and imagination.
First, the teacher can give keywords or early sentences that lead to the level.
Children can work together to continue the story by building the plot, developing
characters, and adding exciting story details.
In addition, teachers can also introduce concepts of story elements such as
conflict, theme, and climax. By introducing these concepts, children can understand
how stories are built and can create more complex and exciting stories. Liao, Chen,
and Huang (2022) state that visual cues in reading storybooks can enhance
vocabulary learning in preschool children. This statement indicates the importance
of paying attention to the visual aspect in the experience of reading storybooks to
help children acquire and understand vocabulary more effectively.
Another research found that visual support in e-storybooks positively affects
vocabulary learning in preschool children. Children tend to direct their gaze more
frequently and for extended periods at images or visual elements that support
vocabulary, contributing to better comprehension and retention (Zhang et al.,
2021). It implies that during the story-making process, teachers must ensure that all
children are involved and feel comfortable talking and participating. Teachers must
also give clear guidance and help children solve problems or conflicts in
storytelling.
6. Provide positive and constructive feedback on children’s language skills.
Giving positive and constructive feedback to children about their language
skills can boost their confidence. When children get praise and recognition for their
language skills, they feel appreciated and encouraged to continue to develop those

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skills. For example, by saying, "You are writing interesting and creative stories.
Mom loves how you describe the details," we appreciate their efforts. It helps
children feel that their language skills are valued and encourages them to continue
to strive.
The quantity and quality of child-directed speech play a crucial role in their
vocabulary development. A high quantity of speech and good conversation
involving interaction and language diversity is associated with better vocabulary
development in children (Rowe, 2019). Constructive feedback guides children on
how to improve their language skills. In addition to giving compliments, we can
also provide constructive advice and criticism. For example, if a child has trouble
organizing ideas in their writing, we can advise on how to manage paragraphs and
make the story flow clearer. Providing helpful guidance, children can identify areas
where they need to improve and learn to develop their language skills better.
7. Encourage collaboration among children in storytelling activities to enhance their
language and social skills.
Lee and Kim (2022), collaborative storytelling can promote children's social
skills and interpersonal communication abilities. Collaboration in storytelling
involves sharing ideas, listening with empathy, and working together, positively
affecting social interaction and children's communication abilities.
Encouraging collaboration among children in storytelling activities can
improve their language skills. When children work together to create stories, they
should actively communicate, listen to each other, and share ideas. It expands their
vocabulary, improves their understanding of the structure of sentences and
narratives, and enriches their ability to use language creatively. Collaboration also
provides opportunities for children to learn from each other and build collective
knowledge of languages.
Collaboration in storytelling also strengthens children's social abilities. As
they work together in making stories, they must learn to share, listen to other
people's opinions, respect different ideas, and reach an agreement. This
collaboration develops collaborative skills, empathy, problem-solving, and
effective communication. Children learn to work in teams, appreciate each
member's contribution, and cultivate a sense of shared responsibility. When
children collaborate in creating stories, they learn to share ideas, actively listen, and
socially interact with their peers. This strategy contributes to the development of
language and literacy skills, as well as strengthens children's social abilities,
Hassinger-Das dan Hirsh-Pasek (2022)
This strategy can be implemented by organizing group storytelling activities
where children work in small teams. Each group is tasked with creating a story
together by involving each member. Teachers can provide specific limits or themes
to guide the storytelling process but give children the freedom to create. Children
can use dialogue, improvisation, or modeling with the help of objects or costumes
to help them design their stories. Teachers can also facilitate discussion and
reflection after completing the activity, where children can share experiences and
learn from the collaborative process.
The long-term benefit of encouraging collaboration in storytelling is the
development of communication and collaboration skills relevant to children's lives
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 outside the classroom. They learn to listen attentively, give constructive feedback,
and find solutions together. These skills are essential in interacting with others,
collaborating on team projects, and building healthy relationships. In addition,
collaboration in storytelling can also increase children's confidence, as they feel
appreciated and accepted in contributing to the process of telling stories together.
8. Involve parents in supporting children's language development at home by
recommending storybooks or storytelling activities that can be done together.
Home literacy experiences have different effects on children's development of
oral and written language. Besides that, reading experiences at home are
significantly related to the development of children's oral language abilities.
Children with rich and frequent reading interactions with their parents tend to have
better oral language skills (Sénéchal et al., 2019).
Involving parents in supporting children's language development at home has
a significant positive impact. Parents are the figure closest to the child and have a
unique opportunity to help enrich their vocabulary, improve speech skills, and
expand their understanding of languages. By involving parents, a child's language
development can be consistently strengthened in the home environment and outside
the classroom.
One way to involve parents is by recommending storybooks appropriate to
the child's age. Parents can read the book to their children regularly or read it
together. Storytelling books help develop children's imagination, expand their
vocabulary, and enhance their understanding of the narrative structure. Parents can
choose a storybook that is interesting and suited to the child's interests to build an
interest in reading from an early age.
Parents can also engage in interactive storytelling with their children. They
can invite children to share their experiences, use objects or images as visual aids,
or improvise stories. This activity strengthens children's communication skills,
creative thinking abilities, and active use of language. Parents can give support,
compliments, and positive feedback to the child during this storytelling process.
Parents must create a favorable environment for language learning at home.
For example, they can provide a comfortable reading angle, introduce children to
media that support language development, such as educational children's songs or
animated films, and encourage family discussions involving all members to share
their stories or experiences. Parents can contribute meaningfully to their child's
language development by involving children in storytelling activities and providing
consistent support. Karrass & Braungart-Rieker (2021), the role of parents in
reading and playing with their children from an early age is to support the
development of the child's language. This positive interaction impacts language
development at that time and has long-term implications.
4. CONCLUSION
Language development in early childhood is very important and should
include listening, speaking, reading, and writing. Young children have special
characteristics, and their world is a world of play, so language development
strategies must be adapted to their world.
In the study, it was found that there are still some children who have low
language skills. This case is due to the lack of use of the Indonesian language in
daily communication in the child's environment. Therefore, Early Childhood
Education teachers must have a good strategy for improving the language skills of

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5-6-year-olds in Early Childhood Education.
Storytelling is one of the most effective methods in early childhood
language development. Through storytelling, children can develop language skills,
creativity, and interest in reading. This method also allows children to listen
carefully, ask questions, answer questions, and tell and express their understanding
of the story's content.
In addition, language development in early childhood is also significant in
achieving national educational goals that include the development of the potential
of students to become believing, noble, healthy, knowledgeable, creative,
independent and responsible human beings.

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