Ni Made Eva Diantari1, Luh Ayu Tirtayani2 (2020). Journal Of Education Technology. Vol. 4(2) PP.

210-217

Motivation for Learning English Early Childhood Through

Storytelling Method Using e-Big Book media
Ni Made Eva Diantari
Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, FIP, Universitas Pendidikan Ganesha,, Singaraja, Indonesia
Email: nimadeevadiantari@[Link]

Luh Ayu Tirtayani

Program Studi Pendidikan Guru Pendidikan Anak Usia Dini,, FIP, Univeristas Pendidikan Ganesha, Singaraja, Indonesia
Email: ayutirtayani@[Link]

ARTICLEINFO ABSTRAK
Article history: Motivasi belajar bahasa Inggris adalah kondisi yang muncul dalam diri seseorang untuk
1 Maret 2020 Received in melakukan kegiatan belajar terutama bahasa Inggris untuk menambah kosa kata dan
revised form tercapainya tujuan belajar. Meningkatkan motivasi belajar bahasa Inggris harus
30 Maret 2020 dibelajarkan berpusat pada anak, akan tetapi pembelajaran masih berpusat pada guru
Accepted 11 April 2020
Available online 15
dengan mennggunakan metode ceramah. Oleh karena itu penelitian ini bertujuan
Mei 2020 menganalisis penggunaan metode bercerita berbantuan media e-big book. Penelitian ini
adalah penelitian semu dengan rancangan non-equivalent control grup design. Populasi
Kata Kunci: penelitian ini adalah seluruh anak kelompok B 456 anak. Sampel diambil menggunakan
Motivasi, storytelling, e-book teknik cluster random sampling. Sampel terdiri dari 25 pada kelas eksperimen dan 22
pada kelas kontrol. Pengumpulan data menggunakan metode non test dengan observasi.
Keywords: Data yang diperoleh dianalisis Uji- t. Hasil analisi data diperoleh diperoleh thitung =
Motivation, storytelling, e- 10,73, sedangkan pada taraf signifikan 5% dan dk= 45 diperoleh nilai t tabel = 2,003
book sehingga thitung =10,73 > ttabel = 2,003. Jadi, penggunaan metode bercerita berbantuan
media e-big book berdampak terhadap motivasi belajar bahasa Inggris. Penelitian ini
membantu guru menambah referensi terhadap media pembelajaran yang dapat
digunakan.

ABSTRACT
English learning motivation is a condition that arises in a person to carry out learning activities, especially English, to
increase vocabulary and achieve learning goals, but the learning process was still focused on the teacher and used lecturing
method. Therefore, this research aimed to analyze the use of storytelling methods based on e-big book media. This research
was a quasi-experimental research with nonequivalent control group design. The population of this research was group B
which was consisted of 546 children. The samples were taken by a cluster random sampling technique. The sample consisted
of 25 students in the experimental group and 22 students in the control group. Data collection was done by using a non-test
with an observation method. The data were analyzed by using t-test. The results of data analysis were t-count = 10,73 at the 5
% significance level and dk = 45, t-table = 2,003 t-count = 10,73> t-table = 2,003. So, the use of storytelling methods based
on e-big book media would have an impact on English learning motivation. This research helps teachers to add references to
learning media that can be used.

Introduction
The way to improve human quality resources is through education because good education can improve
the ability to deal with environmental changes (Suratini, 2017). In human life, education is one of the most
important factors, because through education the creation of future generations, people who have broad insights
and are expected to be able to provide change for a nation. Students will be able to develop all their potential if
education can support development in the future because education has an important role in the learning process.
Arsyad (2013) states that students can adjust to their environment and provide changes in themselves and have a
positive effect on social life, education is a process that affects it. Hikmah and Gunawan (2016) state that
education starts at an early age, namely early childhood education. An education that provides stimulation for the
children's growth and development by increasing all creativity and potential in children so that children have a
readiness to enter further education and the implementation of education starts from 0-6 years, called early
childhood education. Andriyani, Mahadewi, Tirtayani (2016) state that the growth and development process of
early childhood is very fast that children can interact with the environment because children have a great
curiosity. This will cause a lot of questions to arise in children about things that have been seen and things that
are not yet known by the child.
Socializing and interacting with friends needs to use language to communicate. Language is very
important and fundamental to children's development. (Sudiarta, 2018) states that language skills are very

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important for the children in pre-school to interact socially with the surrounding environment because language
is a basic ability for children and must be mastered, one of them is English. Trisnanti, Tirtayani & Putra (2018)
stated that early childhood is a golden age, so English was introduced to children from an early age because at
this age everything is easily absorbed by children quickly. The curiosity of early childhood is very high, so the
child wants to understand something new so that the child's curiosity is fulfilled. Emda (2017) argues that to
achieve optimal learning outcomes requires teacher creativity in arousing student motivation. So that children
can achieve the desired goals needed motivation to learn. Learning motivation has an important role for a child,
especially for improving the quality of education.
Sadirman (2012) states that the factors originating from a person's condition are non-intellectual, its
learning motivations. Sulistyo (2016) argues that students who have high motivation will have a lot of strength,
tenacity, ability to face obstacles, and difficulties to achieve goals and attitudes. Performing a variety of activities
in learning, students feel excited and happy to learn, give direction, and guarantees the continuity of learning
activities so that the expected activities are achievable, called learning motivation. To encourage students to
learn and achieve the desired goal is very necessary motivation to learn. According to Rahmat (2018), the form
of behavior that reflects learning motivation, a) running errands; every individual who can work continuously at
a specified time is called diligent in carrying out the task. Children who can deal with a task if they complete or
do well and can properly be said to be diligent children, b) every time there is a tenacious difficulty facing it;
someone who does not give up easily and despair can be said to be tenacious in facing difficulties. In dealing
with learning difficulties the attitude of not giving up is very important for children., c) every time a problem
arises shows an interest in dealing with it. To show their interest in various problems as social creatures, children
must have their ways of solving problems. Teachers must have a complex attitude in dealing with the problem so
that children also have a variety of ways to solve the problems they face.
Uno (2008) suggests a form of behavior that shows student learning motivation, a) the desire to succeed,
and a high desire. To understand the material and get high grades in their learning activities, children must have
strong desires and high desires, b) the need and encouragement in learning. In learning activities, children feel
happy and have a sense of need. c) The existence of ideals and hopes in the future. Regarding the material being
studied, the child will continue to learn to reach their goals and hopes, d) there will be gifts and awards if the
child succeeds. A gift of appreciation from the teacher or the people around him for the success he has achieved
will motivate the child. Based on the opinion above, it can be concluded that the form of behavior that reflects
learning motivation is tenacious in doing the task, showing interest, always paying attention, enthusiasm, and the
desire to succeed.
Several factors affect learning motivation according to Latipah (2012), a) interest, a form of intrinsic
motivation that exists in students who can do a task, and have a positive effect such as pleasure and excitement
called interest. If a student has already studied about the desired topic, there will be an interest and enthusiasm
for learning, if a student already has an interest in providing additional knowledge, b) goals are largely directed
to human behavior. Good achievement in school is the students' goals. Achievement is goals that are closely
related to learning such as the purpose of understanding the material to acquire new skills and knowledge to
present themselves as competent people. Meanwhile, according to Candra, Harini & Sumirta (2017) motivation
has several factors: a) the presence of dangers of the surrounding environment such as noise and chaos, the
pressure from parents, and teachers are factors that influence motivation called factors originating from the
environment. b) the hope of an individual to achieve his goals and objectives is a factor that comes from within
the individual. Feelings that exist within a person and also the desire of someone who motivates him to achieve
the goals called emotions where emotions affect motivation, c) goals that can originate from within the
individual, and can also come from outside the individual or the value of an object. Satisfaction in a job and
one's responsibilities in carrying out their obligations, while rank, status, and honor are factors outside the
individual's self. Based on the opinion above, it can be concluded that several factors influence learning
motivation, factors that come from individuals, motivation from oneself, and environmental factors that come
from families.
The reality condition is different from what is expected, the learning process still uses media, the teacher
still uses the lecturing method, the teacher rarely utilizes the media available at the school which is a projector,
so that the child feels bored with monotonous learning. These conditions make children feel bored, and the
learning process becomes meaningless. Based on observations and interviews conducted at various schools in
PAUD Gugus Anggrek Kuta Utara which will be the research location, educators often find children less active
in learning, low enthusiasm for children to participate in learning, children do not focus in learning, due to the
use of learning methods in the classroom still use lecturing method. The results of this observation also
supported by Aulina (2018) the lack of motivation of children in learning caused by several factors: (1) Lack of
teacher creativity in the selection of learning methods that appropriate to the characteristics of students. (2)
While in terms of children, when the teacher explains about sub-themes, only a few children pay attention,
especially children who sit in the front row. (3) Some children play with friends next to them and some are quiet

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but do not seem to listen. (4) Some children do not complete the task. (5) It seems that children are not
enthusiastic. (5) The results of children's learning motivation have not reached the level of the results of the
actions set by the researchers, the achievement of motivation in learning for children 33% or 6 children out of 18
children so that children is still lack learning motivation. If this is allowed, the teacher still uses the lecture
method and has an impact on children's learning motivation. then the impact obtained by children will arise
boredom and lack of interest when the teacher will teach, decreased enthusiasm in learning, the results obtained
by children are less effective in learning that is being followed. In the learning process, the teacher needs to use
learning media that attracts children’s attention by using the method of storytelling.
Fadillah (2014) states, storytelling is a method used through speech and expressions carried out by the
teacher to tell an event or incident to the child. Storytelling is a method that can help children know the message
contained in a story and understand the contents of the story. Storytelling is a method of learning by telling
interesting oral stories so that children are interested in learning and can provide a pleasant learning experience
for children. Teachers must tell stories that cannot be separated from educational goals and contain moral
messages Kurinawati, Tirtayani, Darsana (2018). Agusniatih (2019) states that there are several advantages in
storytelling, a) storytelling does not require a large enough place only requires a place where children can listen
to the story being told because storytelling can reach a relatively higher number of children, b) the use of
storytelling can do anytime. The teacher can utilize the available time effectively and efficiently such as time
waiting for school hours the teacher can give stories to children so they are not bored, c) the teacher is easier to
provide learning to children and can understand the class because in this case children just sit listening to the
story being told, so the teacher is freer, d) telling stories usually uses storybooks prepared by the teacher as the
media, storybooks have been provided by the school, they do not require a lot of money and can save costs.
Latif, et al (2013) In storytelling there are several ways or steps that must be done by the teacher, a) book
selection is the most important thing in storytelling activities, the selected book must be in accordance with the
objectives and themes in learning to be given, b ) media or books used should not too long, good and correct
language and use a large font, so it can be seen and easily understood by children, c) when giving stories to
children the position of the book must face the child, so the child knows the contents of the story and can see
interesting pictures in the book. Many studies have been conducted among others, by Ernayanti, Pudjawan,
Mahadwi (2017) the use of the method of storytelling to improve children's listening abilities. Research
conducted by Nyoman, Suadnyana, and Made Putra (2019) The use of storytelling methods to improve children's
moral abilities.
According to Mawardi, Iriani, Daryati (2019) Learning media used to convey learning messages, so the
learning process is reached in the classroom needs appropriate solutions for problem-solving. Along with the
development of the era to meet the needs of simple media, the electronic design is used. Many studies using
electronic media, Syarah, Yetti & Firdani (2018), state that an increase in electronic comic media can improve
understanding of marine conservation in early childhood. Opinion from Noge (2018) The use of electronic media
based on e-flash cards can increase the activity and learning achievement of junior high school students. One of
the electronic media implemented by researchers is the e-big book media. Media e-big book is an electronic
design media illustrated storybook and classified as a fairly new media that has special characteristics large
enough both in terms of writing and picture story filled with interesting pictures and colorful colors so that
children understand better, then this media is used to teacher and child storytelling activities become more fun.
Media e-big book is packed with learning activities that cover the entire learning process that can increase
children's memory, so the learning process becomes more useful. Media e-big book has a difference with the big
book media difference, namely the appearance of the e-big book media is made like a big book display contains
one page with a larger presence than the normal size of other books, because this media is used with a projector
or a large screen and is effective for classroom learning. Through the media e-big book will help children better
understand the material provided while increasing the ability of children in English by increasing children's
English vocabulary and being able to apply in everyday life.
The purpose of this study was to determine the effect of storytelling using e-big book media on the
motivation to learn English in children in group B PAUD Anggrek Kuta Utara North School Year 2019/2020. In
general, the results of this study are useful in the field of education, especially early childhood education, to
expand knowledge about learning models to improve children's development and knowledge.

Method
This study aims to determine the effect of storytelling using e-big book media on the motivation to learn
English in group B children of PAUD Anggrek Angklek Kuta Utara. This type of research is quantitative, quasi-
experimental research (quasi-experiment). The quasi-experimental design used in this study is the nonequivalent
control group design. The population in this study were all children of group B PAUD Anggrek Kuta Utara
group consisting of 6 groups in 6 kindergartens: TK Pradnyandari 1, TK Pradnyandari II, TK Pradnyandari III,
TK Tiara Kasih, TK Mahagangga and TK Ngurah Rai with 456 children. Samples were taken in this study using

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a side random cluster technique. A cluster random sampling technique is a sampling technique by selecting
samples from small groups and then the groups are randomly selected to represent the population and serve as
research samples. Of the 6 kindergartens in PAUD Anggrek North Kuta PAUD. Based on the drawing, group B
Pradnyandari 1 Kindergarten was chosen as an experimental group with 25 children and Tiara Kasih
Kindergarten as a control group with 22 children. Data collection methods used in this study are non-test
methods of observation and observed components, namely the ability of children to pay attention to the teacher
when learning in class, children pay attention to the media given by the teacher, obedient to work given the
teacher, on time to do the task, the ability children listen to the teacher's words in English, the child's ability to
respond to simple greetings in English, the ability to answer simple questions in English and the child's ability to
imitate the teacher's words in English. The data analysis method used to test the hypothesis by using the t-test,
with the prerequisite test first consisting of the data distribution normality test and the variance homogeneity test.

Result and Discussion

Based on the results of data analysis of English learning motivation in the experimental group, it is

known that the average results of English learning motivation in the experimental group = 81.75 with variance
= 31, 48, standard deviation 5.61 with the lowest score was 71.88 and the highest score was 90.63. In the control

group, it was known that the average English learning motivation results = 66.19, variance 17, 33, standard
deviation 4, 16 with the highest score was 71.88 and the lowest score was 59.38. Data can be seen in table 1.

Table 1. English Learning Motivation in Experimentation and Control Groups

Analysis Result Experiment Group Control Group
Mean 81,75 66,19
Variance 31,48 17,33
Deviation Standard 5,61 4,16
Lowest Score 71, 88 59,38
Highest Score 90,63 71,88

The normality test results of learning English motivation in the experimental group with the storytelling
method assisted with e-big book media  2hitung = 6.55 <  2tabel = 11.07, learning English motivation in the
experimental group are normally distributed. While the normality test results of English learning motivation in
control group  2count = 1.94 <  2table = 11.07, then the results of the motivational learning English data in the
control group was normally distributed.
Homogeneity test results, the variance of English learning motivation was Fcount = 1.82. At 5%
significant level with the numerator dk = 25 and the denominator dk = 22, we get Ftable = 2.05, because Fcount =
1.82 < Ftable = 2.05, the results of English learning motivation in experimental group and the control group have
homogeneous variance. All data obtained meets the prerequisite test, then, the hypothesis test can be performed
using t-test analysis.
If t-count < t-table, Ho was accepted (fails to be rejected) and Ha was rejected. On the contrary t-count > t-table
then Ho was rejected and Ha was accepted. With db = n1 + n2-2 with a 5% significance level or 95% confidence
level. Then the results of the t-test can be seen in table 2

Table 2. T-Test Analysis Results Data on Learning Motivation in English

No Sample Group N Dk Mean t-count t-table

1 Experiment 25 81,75
45 10,73 2,003
2 Control 22 61,19

To find out the significance of the calculation results of the hypothesis test, it is necessary to compare
with the score of ttable. Price table with a 5% significance level and dk = 45 (n1 + n2-2) = 2.003. T-test analysis
results obtained tcount = 10.73.
The result compared with the price of t-table with dk = 25 22 - 2 = and 5% significant level obtained t-table
= 2.003, because t-count = 10.73> t-table = 2.003, then H0 which states there is no significant difference in the
results of language learning motivation English groups of children who are taught through the method of
storytelling using e-big book media with groups of children who are taught through conventional learning in
children B group PAUD Anggrek North Kuta School year 2019/2020 rejected or Ha accepted.

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Based on the hypothesis test that reads there is a significant difference in motivation to learn English
between groups of children who are taught through storytelling using e-big book media with groups of children
who are taught through conventional learning in group B PAUD Gugus Anggrek Kuta Utara 2019/2020. The
results of the calculation of data analysis which shows that the mean score of children who took learning to tell

stories using the e-big book media ( = 81.75) while children who followed conventional learning ( = 66.19).
Then there is the influence of motivation to learn English between children of group B PAUD Gugus Anggrek
Kuta Utara Academic Year 2019/2020 which is learned through storytelling learning using e-big book media and
students who are taught through conventional learning. Based on these results, it can be stated both groups of
research samples have equal ability, after being given treatment in the form of learning to tell stories using e-big
book media and following conventional learning the results of children's English learning motivation are
different. The results of children's motivation to learn English in the experimental group are better than the
results of children's learning motivation in the control group.
Motivation to learn is the overall effort in a person who plays a role in fostering a spirit of learning in an
individual, encouraging students to learn and achieve the desired learning goal and ensure ongoing learning
activities, so students are an enthusiast in learning activities (Oktiani, 2017). Wahab (2016): (1) Motivation as a
maker of motivators, as in the beginning students did not have the desire to learn, but because there were
something goals to be sought then arises interest and motivation to learn. To satisfy children's curiosity, it is
necessary to have something to look for learning, because there is something that is not yet known by the child
encouraged to learn. (2) Motivation as a driving force is an unstoppable force that is a psychological drive that
gives birth to attitudes towards students. Motivation as an act of driving encourages children to act as a mobilizer
that releases energy. An activator in every activity that is done called motivation. (3) Motivation as a maker-like
influence that can select which actions must be performed and which actions that are ignored can be said to have
motivation. Learning objectives to be achieved is something that is sought. The purpose of this learning is
motivation as the effect of actions on students in learning. In addition, English needs to be taught for early
childhood Robbani (2016) The introduction of English for young children is expected that children will be able
to gain direct experience about the introduction of English in an active, creative way by telling stories that have
interesting pictures and colors to children so that children will more quickly understand the English vocabulary
according to their development. In increasing the motivation to learn English, early childhood becomes very
important to use the method of storytelling using e-big book media.
Storytelling is a method that is used by speaking and telling stories or providing verbal explanations
conducted by the teacher to children Latif, et al (2013). Storytelling is a way of conveying the values that apply
in the community that contains the moral message in the story that can be conveyed well to children. Nurjanah
and Anggraini (2020) the advantages of the storytelling method: (1). Storytelling is a means of education and
instilling the value of character early on, (2) Storytelling gives an introduction by sympathizing and empathizing
with children, (3) The moral message in a story will give an example to children in dealing with a problem, (4)
Storytelling can instill social values, (5) Through storytelling can foster children's curiosity about a series of
events that occur around the child, (6) When the teacher gives a story to the child will give a positive effect that
is the closeness between teacher and child. The use of instructional media is supporting the process of learning
activities, using e-big book media. The e-big book media starts from the book media which is often used in
process of learning activities, then the media developed into a big book media according to Madyawati (2016)
Big Book is a picture book media that has special characteristics, by enlarging both the writing and drawing in a
story. Big books have some special characteristics, such as a large book media which is filled with interesting
colorful images and words that are chosen repeatedly so that children will more understand the activities of
telling and reading teachers and children become more enjoyable. Along with the development of the era to meet
the needs of simple learning media, then e-big books developed with electronic design.
The characteristics of the e-big book media are: (1) The e-big book media has a different appearance, it is
bigger than the normal size of the book, (2) The e-big book media is an electronic media. This media uses a
projector or screen. great to be effective for learning in class, (3) Text and images with large size makes children
motivated and enthusiastic in learning. The novelty of e-big book media compared to other learning media, e-big
book media increases children's learning motivation, especially English and increases children's curiosity, the
use of an e-big book in storytelling will develop children's imagination and understand the contents of the story,
so increasing children's English language skills, this media will provide new experiences in the learning process
and learning to be something fun for children, the interaction between children and teachers will arise the spirit
of children learning. So that it can be said learning through storytelling using e-big books can make children
enthusiastic in the learning process because all children in learning are allowed to actively participate in learning
activities. Storytelling using e-big books can develop and motivate children to learn children's language skills,
especially English. E-big book learning media will make fun learning because stories and pictures that appear

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can attract children's attention, so that reading is not a scary thing, but it is fun for children. Storytelling using e-
big book is more interesting in learning and increases children's motivation to learn English.
This finding supports previous research by Arinoviani, Pudjawan & Antara, (2016), the efforts to
introduce English to early childhood are effectively carried out using the storytelling method. The results of
these studies, children's English skills have increased significantly. E-big book is designed with today's
electronic media, displaying the contents of stories and large images with colorful colors that attract the
children’s attention, so that the delivery of stories is more real. E-big book is a learning innovation that
encourages interest and curiosity in children themselves, learning activities using e-big book media can create a
pleasant learning environment The use of the e-big book in this study brings satisfying results for children and
has a pleasing effect. E-big book is quite new, and it is a solution for conventional big book media. Astri
Pudjawan & Antara (2016) prove the use of big book media to improve children's English skills. But in the use
of e-big books, children bring satisfaction, among others, on the use of media projectors or large screens. A large
enough display makes it easy for children to see the book (e-big book) while listening to the teacher in telling the
contents of the story. Children can interact with the story and occasionally pointing to the screen, pointing at
specific objects according to the story's contents. The teacher responds positively, the child increasingly
motivated to listen to the story and look at the e-big book display, the teacher can improvise the story. This
teacher inserting new vocabulary according to the contents of the story. The use of electronic learning media that
can increase children's motivation in learning supports previous research from Tirtayani, Magata & Lestari
(2017), and Pintubatu, Ardana, Tirtayani (2017). In that study, the ability in terms of English vocabulary was
introduced with electronic media in the form of a bilingual e-flashcard. The advantage of electronic media is
friendly to use by teachers and attracting children's interest in learning. that is a factor that increases children's
ability in English. These strengths support this research and reinforce the positive role of electronic media in
learning.
According to the results of the study, the learning of storytelling using an e-big book in this study has
advantages that can increase children's motivation to learn English. According to the results of the study,
learning to tell stories using an e-big book in this study has the advantage of being able to increase children's
English learning motivation, children will pay attention to the teacher in learning, children pay attention to e-big
book learning media that attract the child's attention, children can listen to the teacher's words in English
enthusiastically, children can respond to simple greetings in English, children's ability to answer simple
questions in English, and the child's ability to imitate the teacher's words in English. Through a series of
children's endeavors, with a learning environment and children's daily life supported by the teacher's role in
learning.

Conclusion
It was concluded that through storytelling through e-big book media influenced the motivation to learn
English of the children of group B at PAUD Gugus Anggrek Kuta Utara in 2019/2020 Academic Year.
Storytelling learning through e-big book media in this study has advantages that can increase motivation to learn
English, can improve children's English vocabulary, can improve children's English skills, through a series of
efforts with the learning environment and children's daily lives which supported by the teacher's role in giving
lessons. Based on findings, teachers are advised to be able to be more creative and innovative in developing
learning to choose the right methods and media to enhance children's growth and development. One of them is
using storytelling through e-big book media. the headmaster should use the storytelling method through the e-big
book as an effort to develop the school to be better especially in the quality of learning. It is recommended to
other researchers that the results of this study can be used as references to carry out further research or find
innovative learning activities that are meaningful for students.

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