THE IMPLEMENTATION OF TRADITIONAL GAME ENGKLEK TO IMPROVE ELEMENTATY SCHOOL STUDENTS’ MOTIVATION IN READING JAVANESE SCRIPTS

ICPECE: International Conference on Primary and Early Childhood Education

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Field Value
 
Title THE IMPLEMENTATION OF TRADITIONAL GAME ENGKLEK TO IMPROVE ELEMENTATY SCHOOL STUDENTS’ MOTIVATION IN READING JAVANESE SCRIPTS
 
Creator Biya Ebi Praheto; Universitas Sarjanawiyata Tamansiswa
Octavian Muning Sayekti; Universitas Sarjanawiyata Tamansiswa
 
Subject Education
traditional game engklek, reading Javanese script, learning motivation
 
Description This study aims to improve learning motivation in reading Javanese literacy for the third grade students of  SD Negeri Ndalem Yogyakarta. Besides, the integration of traditional game or dolanan has become a means of preservation and introduction of culture to students from an early age.SD Negeri Ndalem was chosen as the location of research due to the emergence of problems in learning Java script, thus, it was definitely needed solution to solve the problem. The solution is depicted through this research. This research is a classroom action research (PTK) which was implemented for four months starting from July to October 2017. This research procedures included four stages of planning, implementation, observation, and reflection. The data collection techniques were observation, interview, questionnaires, documentation, and tests. To examine the data validity, triangulation and review of key information were employed. The data were analyzed using comparative description technique. This technique was used to compare results between cycles.The results show that the increased learning motivation is described as follows: the percentage of students who expressed happy reached 56% in pre-cycle learning, 92% in cycle I and 100% in cycle II. Students who expressed enthusiastic is 48% in pre-cycle, 80% in cycle I and 100% in cycle II. The students also claimed to be active in apperception which reached 24% in pre-cycle, 56% in cycle I, and 76% in cycle II. The students’ being active during the learning process reached 40% in pre-cycle, 80% in cycle I, and 92% in the second cycle. Active in question and answer session reached 31% in the pre-cycle, 60% in cycle I, and 84% in cycle II.
 
Publisher ICPECE: International Conference on Primary and Early Childhood Education
 
Contributor
 
Date 2018-04-13 10:28:22
 
Type Peer-reviewed Paper
classroom action research (PTK)
 
Format application/pdf
 
Identifier http://cibiru.conference.upi.edu/index.php/ICPECE/2017/paper/view/13
 
Source ICPECE: International Conference on Primary and Early Childhood Education; ICPECE 2017
 
Language en
 
Rights Authors who submit to this conference agree to the following terms:<br /> <strong>a)</strong> Authors retain copyright over their work, while allowing the conference to place this unpublished work under a <a href="http://creativecommons.org/licenses/by/3.0/">Creative Commons Attribution License</a>, which allows others to freely access, use, and share the work, with an acknowledgement of the work's authorship and its initial presentation at this conference.<br /> <strong>b)</strong> Authors are able to waive the terms of the CC license and enter into separate, additional contractual arrangements for the non-exclusive distribution and subsequent publication of this work (e.g., publish a revised version in a journal, post it to an institutional repository or publish it in a book), with an acknowledgement of its initial presentation at this conference.<br /> <strong>c)</strong> In addition, authors are encouraged to post and share their work online (e.g., in institutional repositories or on their website) at any point before and after the conference.
 

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