The Effectiveness of Power Point-Assisted Picture Books on Receptive Language Development in Early Childhood

Storybook, power point application, early childhood This study aims to determine the interests of children from the use of picture storybooks assisted by the Microsoft PowerPoint application in the development of receptive language in early childhood with a research focus on the ability to listen to simple stories. The type of research used is descriptive with a quantitative approach. The data collection technique used in this study was a questionnaire with a Likert scale of 4, where the answer choices were on each question item. The number of questionnaire items used in this study amounted to 6 questions. The results of this study indicate that there are various responses about the impact of using picture storybooks. First, about the difficulty of applying online storybook media too early childhood, the results are 71.4% relatively easy to use, second, children's interest in listening to stories using the PowerPoint application results in 54% of children being very interested, the three PowerPoint applications being an alternative to PAUD learning today. Getting 38.1% results is quite alternative, the four stimulations of early childhood development can be given through impressions on the PowerPoint screen getting 60.3% results can be stimulated, the five children feel unfamiliar with the technology used to get 66.7% results do not feel foreign Regarding the media used, the six obstacles in learning to use PowerPoint media got results 66.7% answered that they did not experience problems in the implementation of storytelling using the powerpoint application.


A. Introduction
Early childhood education (PAUD-Pendidikan Anak Usia Dini) is education at the primary foundation stages of a human being acquiring knowledge before entering further education, which is held on formal, non-formal, and informal channels. In early childhood, there is a formation of physical and psychological functions to be ready to receive developmental stimuli, which are expected to become daily habits in children (Fadhillah, 2019). Developmental stimulation is very appropriate to be given at this age because this period is very effective and essential to optimize the various potential abilities possessed by children to become qualified. (Uce, 2017). Various technology-based tools are widely used by educators, such as laptops and computers, to support the optimization of the learning process at the PAUD level. Like gadgets with various features and applications that can provide information about education, socioculture, sports, economics, and politics to help human life become more practical and modern. (Yumarni, 2018). According to the results of research published in the journal Obsession, it shows that 90% of the rate of smartphone use is familiar to children aged 4-6 years (Zaini & Soenarto, 2019) Learning with computer media creates a pleasant atmosphere because children can control learning speed according to their abilities. Then the colorful pictures and sounds that appear make the child not get bored quickly. Besides that, it can stimulate learning to be more diligent, creative, and independent. The utilization of computer media is one of the alternative media used in conducting learning to make early childhood more enjoyable (Rochanah, 2016).
The existence of picture storybooks with technology is a natural thing that is liked by early childhood. The media is also an attractive source of learning at the early childhood level because stories can be visualized with exciting pictures and animations according to the plot and background of the story being conveyed. The potential that can be taken from the media of picture storybooks is that Storytelling is one of the methods often used by teachers in teaching early childhood education. Picture storybooks have an excellent impact on early childhood. In their research, Hsiao, Yuan, and Yu Shih found that understanding of the environment around children can be improved in children through picture storybooks, mainly because it has an impact on children's daily lives (Hsiao & Shih, 2015). Retnowati et al. also conducted the same study to know the effectiveness of pictures in reading storybooks to increase kindness in children. The results concluded a significant difference between the test mean scores and the post-test measure of goodness. That means reading picture books can effectively improve the well-being of children aged 5-6 years (Retnowati et al., 2018).
Recent research results (Anggara, 2019) Mentions that the use of powerpoint learning media can develop cognitive and social aspects of early childhood. The use of power point-based learning media can develop aspects of cognitive and social development in children. Another relevant research revealed that through television replica media with three-dimensional images, children's speaking skills in Daud Khalifatulloh Islamic Kindergarten, Padang developed well. (Wahyuni & Pransiska, 2019). Through the media of three-dimensional picture television replicas, children can develop aspects of speech development.
One of the simple benefits of storybooks is the ability to listen in early childhood. Listening separately means listening to oral symbols with full attention, understanding, appreciation, and interpretation to obtain information, capture content or messages, and understand the meaning of communication conveyed by the speaker through speech or spoken language by children. However, storybooks need to be balanced with storytelling methods to improve listening skills in early childhood (Noviana, 2013).
Characteristics of early childhood at the concrete pre-operational stage technically require concrete objects to help understand the things being studied. Early childhood is also still developing thinking and language skills. Using picture storybooks with the help of technology and PowerPoint applications is a reasonable and appropriate way to convey knowledge or learning material so that children's development runs optimally.
So far, there have been many studies discussing the implementation of picture storybooks in early childhood, but none have specifically discussed its relation to the use of PowerPoint applications. First, research by Fakhriah (Mutia Afnida, Fakhriah, 2016) on the Use of Picture Storybooks in Children's Language Development in Kindergarten A in Banda Aceh. Second, Research by Gisi Sari (Bestari, Gisi Sari, 2014) Reni (Oktarina Reni, 2013) about Developing early reading skills through picture word cards for children aged 5-6 years at Paud Sakuraway Halim Bandar Lampung. Fifth, research by Ulfa (Ulfa, 2019) about Efforts to improve cognitive abilities through picture number cards at Miftahul Ulum Pringsewu Early Childhood Education. And the last, research by Syafitri (Syafitri, 2018) About the influence of illustrated story media on the development of children's language in early childhood 1 Witri Bengkulu City. The storytelling method can improve receptive language skills in early childhood. This is proven by the increase in the calculation results of every aspect in each meeting, namely listening skills, speaking skills, and reading skills research on the Use of Picture Storybooks in Children's Language Development in Kindergarten A in Banda Aceh. (Sari, 2020).
Referring to the review above, it can be said that the picture storybook media is very influential on aspects of early childhood development. In contrast to the context of the research above, this research was conducted by collaborating with picture storybook media with the help of a PowerPoint application. The illustrated storybook content will technically be integrated with a learning syntax based on a PowerPoint application.
Meanwhile, according to Tarigan (Tarigan, 2019) Picture storybooks are interpreted as supporting media for learning that have a broad relationship between writing, pictures, and others. This learning media is used to facilitate teachers in achieving learning objectives. Another source added that picture storybooks are books with the main elements of fiction, such as themes and messages, characters, plot, setting, point of view, and linguistic means. These elements are processed in such a way that children still digest them (Ratnasari & Zubaidah, 2019). This view believes that picture storybooks are fiction books that have elements of theme, message, character, pestle, setting, point of view, and linguistic means.
The presence of picture story books is something that can be used as an interesting learning resource because the story content is visualized with pictures and colors (Halim & Munthe, 2019). Picture storybooks are textual narrative books supported by visual image content to make it easier for readers to understand the contents of the story. Tompkins & Hoskissom added that picture storybooks have short text, generally consisting of 32 pages consisting of words and pictures combined in the story to convey information. (Ratnasari & Zubaidah, 2019). In contrast to other types of story books, picture story books contain textual matters that are supported by visual images.
Based on the views of the experts above, it can be concluded that picture storybooks contain textual content about fictional things and are supported by visual images to make it easier for readers to understand the plot, setting, theme, and other elements.
On another aspect, (Nurhidayati et al., 2019) Revealed that Media Powerpoint is a media produced by science and technology that is used as an attractive presentation tool for processing text, colors, images, and animations that can be processed according to the user's creativity. PowerPoint is a learning media resulting from the development of science and technology that can be used by teachers. Another source added that PowerPoint is an application from Microsoft that is intended as a presentation medium (Muazzomi, 2017). Power point learning media can be applied by presenting learning content in front of students.
Microsoft Office Power Point is a computer program for presentations developed by Microsoft in the Microsoft Office office application package (Muhammad Rais, 2017). Power point is a computer software program created to present material. The same source emphasizes that this application is very widely used, especially by offices and business people, educators, students, and trainers. (Muhammad Rais, 2017). PowerPoint is an application that has many functions.
Technically another source explains that Microsoft PowerPoint is software used to design presentation materials in the form of slides that can be made in writing, diagrams, graphics, and others. (Antonius Ferrian Dwi Prasetyo, 2021). Through this application, the teacher can present learning content according to the needs or learning design. Microsoft Office Power Point provides slide facilities to accommodate the main points of discussion that will be delivered to students (Antonius Ferrian Dwi Prasetyo, 2021).
Media books that use this PowerPoint application are innovations or developments of previous research regarding the application of printed or conventional books. A study written by Sri Widyawati and Nurhenti explained that storytelling activities using simple storybooks impacted children's ability to listen by 81.25% compared to the previous cycle without storybooks which was only 56.25%. (Widayati & Simatupang, 2019). Media books that use this PowerPoint application are innovations or developments of previous research regarding the application of printed or conventional books. A study written by Sri Widyawati and Nurhenti explained that storytelling activities using simple storybooks impacted children's ability to listen by 81.25% compared to the previous cycle without storybooks which was only 56.25% (Nurmasari, 2016) (Nur, 2020).
Based on the above ideas, it can be concluded that PowerPoint is a Microsoft Office application that teachers can use as a learning medium in delivering interesting teaching materials or materials through text, color, and image processing facilities, as well as image animations.

B. Methodology
The study was conducted from January 2021 to April 2021. The population in this study used early childhood children from the age range of 4-6 years (kindergarten-age children) who were randomly distributed. The data collection process was carried out once using a home visit involving student assistants for Early Childhood Education Teacher-Education (PG-PAUD) Trunojoyo University, Madura (UTM) spread across East Java. Determination of the research sample is done by random sampling technique (Sugiyono, 2010). The sample used in this study was 46 respondents from various areas where PG-PAUD UTM students lived. Data collection in this study uses a questionnaire technique with two closed answers (yes/no) and is equipped with open-ended questions. Open-ended questions are used to support data on the percentage level of use of digital storybooks with the help of the Powerpoint application in early childhood.
In addition, open-ended questions are also used to find out the causes and reasons for digital storybooks with the help of the Powerpoint application for early childhood, as shown in table 1. (Sugiyono, 2010).
Open-ended questions are used to support data on the percentage level of use of digital storybooks with the help of the Powerpoint application in early childhood.
In addition, openended questions are also used to find out the causes and reasons for digital storybooks with the help of the Powerpoint application for early childhood, as shown in table 1. The ability to listen to early childhood from storytelling media 4. PowerPoint application media as an alternative media for AUD today 5. the achievement of stimulation of early childhood development in storytelling media with the powerpoint application 6. the application of felt technology tools in early childhood The data analysis technique for the digital storybook questionnaire with the help of the Powerpoint application for early childhood was carried out in a quantitative descriptive manner. The questionnaire scoring method is based on the Guttman scale with a yes answer worth 1 and a no answer worth 0.

C. Result and Discussion
The results and discussion in this are technically described partially. This is done to make it easier for readers to understand the content of the analysis results and theoretical discussions put forward by experts. The following is a description of the results and discussion described in the sub-chapter below; Based on the results of data analysis, it can be seen that six aspects of the discussion are related to the impact of using picture storybook media through the PowerPoint application on the ability to listen and the effectiveness of using technology in early childhood learning, especially the ability to listen to stories. These six analyzes include; 1) difficulty in applying online storybook media to early childhood, 2) children's interest in listening to stories using PowerPoint applications, 3) PowerPoint applications as an alternative to early childhood learning, 4) early childhood development stimulation can be given through display on the PowerPoint screen, 5) Do children feel unfamiliar with technology, and 6) obstacles in learning to use PowerPoint media. The findings of these six analyzes were obtained from 46 research subjects whose data were taken using a google form questionnaire. The following is an explanation of the six aspects of the impact of using picture storybook media through the PowerPoint application in early childhood.
Child Education Journal. Volume 3 Nomor 2, August 2021, 100-109 Based on the results of data analysis in table 1.2 above, it can be concluded that the application of picture storybook media assisted by PowerPoint applications in early childhood education has a positive impact. This analysis refers to the answers of 46 respondents on each aspect that shows the positive impact of implementing the use of illustrated storybooks with the aid of this application. However, a small number of respondents felt that the impact was less than optimal from implementing the use of picture storybook media with the aid of a PowerPoint application that was randomly applied to early childhood throughout East Java.
The presence of the digital technology era among pre-school age children is a big challenge and more attention for parents, teachers, schools, governments, and other agencies in guiding them. Parents need to feel various kinds of impacts when using technology such as gadgets (Kamilah et al., 2020). This is done to provide learning innovations in the field of early childhood education in order to follow the direction of the development of an increasingly modern era.
The use of illustrated storybook media with the help of PowerPoint applications is a breakthrough in the development of early childhood learning media. This PowerPoint applicationbased learning media innovation follows the world of children in the 4.0 era, where children in that era are closely related to the world of technology. This era of development should be used as a momentum for both teachers and parents to integrate learning content through science and technology-based media such as illustrated storybooks with the help of this PowerPoint application.
The use of hard file illustrated storybooks shows the teacher's lack of creativity in utilizing learning media in the PAUD field. Research result from Amelia (Amelia, 2012) Shows that one of the obstacles faced by Early Childhood Education Tutors in preparing lesson plans is selecting media, methods, and learning resources that do not vary. The use of book media in the 4.0 era is seen as irrelevant to the world of today's children, who tend to use gadgets to learn. This is as a suggestion from the results of the study (Retnawati et al., 2017) which revealed that science education in the dimensions of kindergarten schools requires science and technology-based facilities and infrastructure to support the success of the learning process.
The utilization of advances in science and technology as a means of learning media is a form of progress in early childhood education schools. The use of various kinds of technology that is not educative harms children's development. Recorded in source from Mayenti & Sunita (Mayenti & Sunita, 2018) revealed that gadgets have many benefits in human life if used appropriately and adequately, but gadgets also harm humans, especially for child development, if used without supervision and direction from parents. Another source emphasized that the knowledge and skills of parents need to be improved in order to be able to adapt to changes that occur due to the influence of science and technology and to be able to carry out education correctly and adequately for their children (Badu, 2011).
Children's educators need to use science and technology as learning tools. Many children today are familiar with gadgets to play or learn (educational games) by using gadgets in their parents' cellphones or laptops (Fitriana et al., 2019). Learning innovations like this will make the learning process more interesting, fun, and interactive. This is relevant to the research results (Nasrika, 2019) who revealed that human resource development in the 4.0 era was oriented to the development of science and technology (IPTEK).
Support the above statement, other sources (Yuliariatiningsih, Margaretha S., 2012) It is revealed that the development of the pedagogical competence of Early Childhood Education teachers involves aspects of mastering science and technology to improve the quality of learning in early childhood. Mastery of science and technology is one indicator of the 21st-century teaching profession in devoting and serving to educate the nation's life and improve the quality of Indonesian people as a whole (Mappapoleonro, 2019). Mastery and the ability to develop science and technology are needed to improve the standard of living and so that this nation can be compared and compared with other nations (Firman Ashadi, 2016).
In the industrial revolution, Early Childhood Education teachers have a central role in developing various aspects of child development, starting from the role as educator, role as coach, role as mentor, role as coach, role as advisor, role as coach, role as researcher, role as a person. A role as a driver of creativity, a role as an actor, an emancipator, an evaluator, and a role as a preservative. (Angkur, 2020). During the pandemic, parents have a role as facilitators for early childhood learning. This makes parents have the same position as teachers in providing education through children's learning activities. Parents are required to be aware of the development of science and technology to integrate early childhood learning content through technological advances. In addition, some things need to be noted that the use of technology in early childhood must get supervision because it can harm child development. In the JEC Journal research, children who experience gadget addiction behavior have language development. The higher the level of gadget addiction behavior in children, the smaller the child's language development will be (Kamilah et al., 2020).

D. Conclusion
Based on the results of the study, it showed that the application of children's storybooks to early childhood from 6 instruments distributed to the community, in this case, represented by PG-PAUD UTM students, showed that it was effortless to apply storybooks using technology to early childhood in terms of listening skills. Children will be very interested when a teacher or parent presents a storybook using technology with a smartphone or laptop. The PowerPoint application media is an alternative for parents or teachers in stimulating the ability to listen and convey story content with technology. PowerPoint media produces more colorful and innovative stories in conveying the contents of the stories presented. One of the stimulations of language development, such as listening and introducing new vocabulary, is easy to apply using the PowerPoint application. Most children do not find it difficult to use technology in the learning process at the Early Childhood Education level.

E. Thank-You Note
Thank you to the Early Childhood Education Teacher Education study program, Trunojoyo University, Madura, and STKIP Modern Ngawi, who have provided the opportunity to collaborate in writing this article. Besides that, thanks are also given profusely to the respondents who have provided support in writing this article by being willing to answer the questions that have been given through the google form.