Implementation of the SIUUL Model in Enhancing Storytelling Skills Using Hand Puppets in Group B Children

Siti Rohmaini; Sri Watini; Rita Intan Anggraeni

doi:10.61650/ajme.v4i2.1242

Authors

Siti Rohmaini Universitas Pancasakti Bekasi, Indonesia
Sri Watini Universitas Pancasakti Bekasi, Indonesia
Rita Intan Anggraeni Universitas Pancasakti Bekasi, Indonesia

DOI:

https://doi.org/10.61650/ajme.v4i2.1242

Keywords:

SIUUL Model, storytelling skills, hand puppets, Group B children

Abstract

Early childhood is a critical period for language development, as the first 1,000 days of life represent a "golden age" when brain development occurs rapidly. Storytelling skills are essential components of expressive language that enable children to communicate ideas, feelings, and experiences. However, many early childhood education settings face challenges in implementing effective storytelling activities that capture children's attention and foster active participation. This study aims to describe the implementation of the SIUUL Model (Simak–Ucap–Ulang / Listen–Speak–Repeat) in enhancing storytelling skills using hand puppets among Group B children (aged 5–6 years) at TKIT Robbi Rodliyya Kalibata. This research employed a qualitative descriptive approach. The research subjects were eight children from Group B at TKIT Robbi Rodliyya Kalibata. Data collection techniques included observation guidelines, interviews, and documentation. Data analysis followed the Miles, Huberman, and Saldaña model—comprising data reduction, data display, and conclusion drawing/verification—while data validity was ensured through triangulation. The findings indicate that the SIUUL Model was implemented through three stages—listening (simak), speaking (ucap), and repeating (ulang)—alongside continuous guidance and motivation. Consequently, the children achieved "Developing as Expected" (BSH) to "Developing Very Well" (BSB) ratings across most storytelling indicators. Specifically, five out of eight children reached the BSB category, two reached BSH, and one remained at MB (Starting to Develop). No children remained in the BB (Not Yet Developing) category post-intervention. The implementation of the SIUUL Model using hand puppets proved effective in enhancing storytelling skills among Group B children, as evidenced by improved focus during story listening, increased vocabulary acquisition, enhanced story retelling abilities, and greater confidence in speaking before peers. The model's staged approach—progressing from listening to speaking to repeating—provides a structured yet engaging framework for developing early childhood language skills.

Downloads

Download data is not yet available.

References

Adawiyah, R., & Watini, S. (2022). Implementasi model ATIK untuk meningkatkan kecakapan bicara anak dengan kegiatan menyusun puzzle gambar seri di TK Dharma Wanita Persatuan. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(3), 883–887. https://doi.org/10.54371/jiiip.v5i3.507

Aeni, K. (2021). Effectiveness of puppet-assisted media in strengthening religious characteristic value and language skill of early childhood. Journal of Primary Education, 10(2), 228–239. http://lib.unnes.ac.id/59338/

Amaliah, N. (2022). The influence of hand puppet media on early childhood story listening skills. Jurnal Pendidikan Anak Usia Dini, 8(2).

Andraeni, M., Sutisna, Y. H., Desi, A. R., & Watini, S. (2023). Implementasi model SIUUL untuk mengembangkan kecakapan berpidato. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(4), 2330–2335. https://doi.org/10.54371/jiiip.v6i4.1844

Ariani, S., Herawati, E., & Watini, S. (2023). Implementasi model SIUUL dalam mengembangkan kemampuan bercerita menggunakan boneka tangan. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(6), 3752–3757.

Arsyad, A. (2015). Media pembelajaran. Raja Grafindo Persada.

Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Dhieni, N., Friatin, L., & Yulsyofriend, Y. (2021). Metode bercerita. In Metode Pengembangan Bahasa. Universitas Terbuka.

Dhieni Patiung, Nurbaini, Sumiati, & Sumiati. (2014). Meningkatkan kemampuan bahasa anak dengan metode bercerita menggunakan boneka tangan TK Negeri Pembina 1 Jambi. Jurnal Literasiologi, 2(1), 16. https://doi.org/10.47783/literasiologi.v2i1.24

Eka, E., Ulpi, W., & Yusuf, M. (2024). Implementasi model SIUUL dalam meningkatkan kemampuan berbicara anak dengan media boneka tangan. Journal of Education Research, 5(4), 4738–4745. https://doi.org/10.37985/jer.v5i4.1655

Hartati, S., Damayanti, E., Rusdi T, M., & Patiung, D. (2014). Peran metode bercerita terhadap perkembangan bahasa anak usia dini. Jurnal PG-PAUD Trunojoyo, 8(2), 74–86. https://doi.org/10.21107/pgpaudtrunojoyo.v8i2.10513

Hurlock, E. B. (2013). Child development (6th ed.). McGraw-Hill.

Kurnaeti, I., & Andari, A. A. (2025). Implementasi metode bercerita melalui media. Jurnal Pendidikan Anak Usia Dini, 4(9), 979–985.

Lewerissa, L. (2023). Upaya meningkatkan perhatian anak melalui metode bercerita dengan media boneka tangan pada anak kelompok A TK Pertiwi IV Serui. Jurnal Pendidikan Anak Usia Dini, 7(2), 1–22.

Lisnawati, L., & Saodi, S. (2021). Peningkatan kemampuan menyimak melalui bercerita dengan boneka tangan di taman kanak-kanak. Tematik: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini, 5(2), 94. https://doi.org/10.26858/tematik.v5i2.20297

Mansur. (2011). Pendidikan anak usia dini dalam Islam. Pustaka Pelajar.

Marwah, S. (2022). Stimulasi kemampuan bercerita anak usia dini melalui media boneka tangan. Jurnal Pendidikan Anak Usia Dini, 6(1), 45–56.

Maureen, I. Y. (2022). Evaluating storytelling activities for early literacy development. International Journal of Early Years Education, 30(4), 679–696.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.

Moleong, L. J. (2018). Metodologi penelitian kualitatif (Revised ed.). PT Remaja Rosdakarya.

Mujahidah, N., Afrif, A., & Damayanti, E. (2021). The role of storytelling methods using hand puppets in early children's language development. Jurnal Pendidikan Anak Usia Dini, 5(2).

Musfiroh, T. (2008). Bercerita untuk anak usia dini. Departemen Pendidikan Nasional.

Muthamainnah, R., Febriyanti, R., & Adhiani, R. (2025). Penerapan metode bercerita dengan media boneka tangan untuk meningkatkan kemampuan menyimak anak kelompok B di RA PERSIS 16. Journal of 21st Century Learning, 1(1), 31–35.

Pangaribuan, T., Saffira, S., Munifah, S., & Vidri, N. (2023). Pengembangan alat permainan edukatif boneka tangan untuk menstimulasi perkembangan bahasa anak usia 4-6 tahun di TK Dharma Wanita Persatuan Sarolangun. Jurnal Teknologi Pendidikan dan Pembelajaran, 1(1), 255–260.

Rafianur, I., Amrullah, A., Awalunisah, S., & Fitriana, F. (2025). The effectiveness of finger puppet use on speaking abilities of 4-5 year-old children in State Kindergarten 2, Parigi Tengah Desa Matolele Village. Journal of Educational Sciences, 9(6), 5982–5993. https://doi.org/10.31258/jes.9.6.p.5982-5993

Rukanah, R., Farihatin, Y., & Fitriani, Y. D. (2022). Change of language development with finger puppets stimulation in children's preschool. Journal of Vocational Nursing, 3(2), 120–123.

Sadaruddin, S., Cahaya, C., Syamsuardi, S., Musi, M. A., & Sarimanah, E. (2025). Development of storytelling-based learning in stimulating children's receptive and expressive language. Jurnal Pendidikan Usia Dini, 19(2). https://doi.org/10.21009/jpud.v19i2.50620

Septiani, D. (2020). Penerapan metode bercerita dengan menggunakan boneka tangan untuk meningkatkan kemampuan berbicara pada anak usia dini. S1 thesis, Universitas Pendidikan Indonesia.

Shofa, S., & Watini, S. (2023). Penerapan model SIUUL dalam meningkatkan anak usia dini berkebutuhan khusus dalam kemampuan berbicara. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(9).

Sri Watini. (2022). Model SIUUL (Simak-Ucap-Ulang) dalam pembelajaran berbicara anak usia dini. HKI Kemenkumham.

Sulastri, N. M. (2019). Penerapan metode bercerita menggunakan boneka tangan untuk meningkatkan kemampuan berbicara anak usia dini. Jurnal Pendidikan Anak Usia Dini, 3(2), 89–98.

Susanto, A. (2017). Perkembangan anak usia dini: Pengantar dalam berbagai aspeknya. Kencana.

Suyadi. (2013). Psikologi belajar PAUD. Pedagogia.

Vretudaki, H. (2021). Enhancing young children narrative skills: The effects of a self-regulated instructional strategy. American Journal of Educational Research, 9(3), 91–96.

Watini, S. (2019). Implementasi model pembelajaran sentra pada TK Labschool STAI Bani Saleh Bekasi. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(1), 110. https://doi.org/10.31004/obsesi.v4i1.190

Widyaning Ati, R., Nurkiyah, E., Aijah, I., Soliha, S., & Watini, S. (2023). Implementasi pembelajaran dengan model simak ucap ulang (SIUUL) untuk meningkatkan kemampuan membaca awal pada anak usia dini kelompok B. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(5), 3137–3142. https://doi.org/10.54371/jiip.v6i5.1544

Yanti, S., Purwandari, E., Subakti, A., & Anggereni, D. T. (2023). Implementation of the storytelling method to improve early children's language skills. Jurnal Pendidikan Anak Usia Dini, 10, 11–24.

Zuraidah, S., Syamsi, K., & Ashadi, A. (2020). Improving the story-telling skill of grade 1 students through the use of hand puppet media. Jurnal Prima Edukasia, 8(2), 166–176. https://doi.org/10.21831/jpe.v8i2.33831