Comparative Study of Post-Marriage Nationality Of Women in Legal Systems of Different Countries

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ISSN 2364-5369

and Multireligious Understanding

Volume 10, Issue 2
February, 2023
Pages: 367-374

Syntax: The Grammar of Kindergarten Fairytale Storytelling

Millatir Rodiyah; Djatmika Djatmika; FX. Sawardi
Universitas Sebelas Maret Surakarta, Indonesia

http://dx.doi.org/10.18415/ijmmu.v8i10.2999

Abstract

This study examines the grammatical structure of kindergarten teachers in storytelling activities at
Pandaan Pasuruan. The source of the data in this study was the utterances of kindergarten teachers who
were telling stories in front of the class. The research data is in the form of transcribed recorded
sentences. The data is then analyzed using structural syntax theory. Methods of data analysis in this study
using the method for direct elements. The researcher divides the lingual data unit into several parts
according to the classification of the grammatical processing. Grammatical processing in this study is
studied based on the analysis of functions, categories, roles, and the complexity of the sentences. The
complexity of the sentences in this study was reviewed based on the number of clauses in the sentence, as
well as the use of subordinating conjunctions and coordinating conjunctions in the sentence. The results
of the study show that kindergarten teachers tend to use sentences consisting of one clause. This indicates
that kindergarten teachers use appropriate language for early childhood, so that the content and message
in the fairy tales can be conveyed properly.

Keywords: Fairytale; Sentence Complexity; Role Category Function

Introduction

Storytelling in the classroom is a complex activity because it relates to the teacher's knowledge
and skills regarding the content and methods of storytelling. Apart from that, storytelling is also related to
the conducive atmosphere in the classroom, as well as related to the facilities available in order to attract
the attention of kindergarten children. Reading fairy tales from books using props such as hand puppets
and then adding musical instruments may look interesting, but storytelling orally using natural ideas from
every teacher can hone the teacher's creativity. In fact, every teacher has a different creativity in
presenting each story. There are several factors that are referred to as the ideal form in storytelling, but the
use of language that is easy to understand is the key.
Each teacher has a different way of storytelling and the use of language, among which teachers
tend to use direct sentences, indirect sentences, imperative sentences, interrogative sentences,
exclamatory sentences, single sentences, even compound sentences. Teachers also tend to use single
sentences to make it easier for children to understand the contents of fairy tales. In addition, the use of the
declarative mode in the context of character recognition, as well as the interrogative mode with polar and
non-polar questions used to attract children's attention are more dominant in storytelling activities in the
classroom.

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Researchers have flocked to discuss the benefits of storytelling as a form of language skills
(Amalia, 2019), (Pebriana, 2017), vocabulary mastery (Muharomah & Muzaki, 2019), character building
(Anjarsari, 2018), increasing children's discipline (Nurhayati & Faijin, 2019), as well as increasing
children's interest in reading (Syafrina, 2020). In addition, previous research states that the main factor for
success in storytelling is only the teacher's creativity and innateness in storytelling (Piscayanti, Wedhanti,
& Utami, 2020). How does the teacher use methods A, B, C to attract the attention of the audience, how
high and low the teacher's voice is when telling stories, what media and props are used when telling
stories, and so on. However, those researchers have not yet discussed grammar, which can further be
referred to as the language skills of kindergarten teachers as one of the success factors for storytelling.
In terms of linguistics, the use of Indonesian in storytelling activities by kindergarten teachers is
very varied and interesting to study in order to describe the grammar skills of kindergarten teachers in
storytelling activities. Therefore, to explain the phenomena of language in storytelling, it is not enough to
just examine its benefits, but to detail the selection of diction, the use of clauses, phrases, the choice of
sentences, and the use of sentence modes. By utilizing the syntactic approach, the teacher's grammar
practice can be identified in detail by examining the mode of the sentence to find out the speaker's attitude
towards what is being said. Study of the function of the role categories in each sentence was also carried
out to find out the sentence structure used by the teacher. To measure the teacher's tendency to use
sentences, it is deemed necessary to study the complexity of sentences. Thus, this study also discusses the
frequency of sentence use based on sentence complexity analysis which includes single sentences,
equivalent compound sentences, multilevel compounds, dense compounds, and complex compounds.
Function, category, and role are analytical terms at the syntactic level (Sudaryanto, 1994: 12;
Ramlan, 1996: 90; Alwi, et al. 1988: 319; Verhaar, 2001: 72). Function involves two characteristics,
namely emptiness and relational (Verhaar, 2001: 78). Therefore, functions do not have certain forms, but
must have certain meanings, but must be filled with forms, namely categories. These functions also do not
have a specific meaning, but must be filled with a certain meaning, namely the role.
The grammatical function of a grammatical unit will appear if the grammatical unit appears in
one construction, for example a word in a phrase, a phrase in a clause. Kridalaksana (2002:49) limits the
notion of grammatical function as a relationship of interdependence between elements of a device in such
a way that the device becomes a whole and forms a structure. Syntactic functions include subject (S),
predicate (P), object (O), complement (Pel), and description (K). These five elements are not always
required to be present together in a clause. Usually, the elements that are always present in a clause are S
and P. Therefore, some experts call these two elements mandatory elements. The inner word class
categories (Hasan et al., 2010) are divided into eleven types. The eleven words categories include (1)
verbs; (2) nouns; (3) pronouns; (4) numerals; (5) adjectives; (6) adverbs; (7) prepositions: (8)
conjunctions; (9) interjection; (10) articles; and (11) particles. In this study, syntactic categories were
analyzed based on the phrases in each sentence.
In the formation of a sentence construction, each element has a share in forming the overall
meaning. In other words, constituents have their own semantic role. The role of syntax is the meaning of
the argument to the verb in such a way that the meaning is rooted in the verb. The role of syntax in a
sentence is a generalization about the participants in the events indicated by the verb. Syntactic role
representation will reduce the meaning of the verb through a set of roles assigned to the argument.
Research on the analysis of role category functions has been carried out by (Wahyuni, 2019). The
research object is a single sentence in the Kompas daily newspaper. This research only focuses on single
sentences, without examining equivalent compound sentences, multilevel compounds, dense compounds,
or complex compounds. Meanwhile, this research does not only examine single sentences, but other
compound sentences.
Sentence complexity can be seen from the use of sentence forms in storytelling. The use of single,
compound, and complex sentences should be the teacher's attention in storytelling. Because the use of

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sentences that are not appropriate for the child's age will have a negative impact on children's language
development. Instead of understanding the message to be conveyed through fairy tales, the message from
fairy tales will simply sublimate because the language used by the teacher is too complex or difficult to
digest. Previous research regarding sentence complexity was conducted by Sunaringati (2019) in terms of
the number of clauses and the number of words in the sentence. The object of the research is the speech of
the Tarbiyatul Athfal Kindergarten teacher during one meeting. Complexity in this research is only
classified into simplex sentences and complex sentences. The results of this study indicate that
kindergarten teachers tend to use simplex sentences rather than complex sentences in one meeting.

Method
The type of research used in this research is qualitative. Qualitative research is complex and
plural, so that it often cannot be understood only with proportional and discursive knowledge (Santosa,
2017: 32). Researchers use intuitive knowledge that reflects the focus on research, starting from
separating facts from data and not data, analyzing, then conceptualizing the phenomenon. In this study,
the researcher served as the key instrument because the researcher best knew the materials and data that
had to be sought in order to answer the formulation of the problem formulation that had been previously
described.
This study will describe the sentence structure and sentence complexity used by kindergarten
teachers in storytelling activities. Thus, this research is descriptive because it contains narratives about
various linguistic phenomena found in storytelling. This data is a video recording when the teacher tells a
story directly using their speech media. Next, the data is transcribed so that it becomes written data. The
method of providing data in this study is the listening method. Techniques for providing the data include
free-lance viewing, recording, and note taking (Sudaryanto, 2015). Researchers in the engagement-free
listening technique are capable of not being directly involved in determining the formation and emergence
of candidate data, the researcher only acts as an observer.
The data analysis method in this study uses the distribution method. The agih method is an
analytical method in which the determining element comes from the language itself (Sudaryanto, 2015).
The advanced analysis technique uses the technique for direct elements (BUL). The instrument used in
analyzing the data is the function analysis of role categories and sentence complexity.

Results and Discussion

Broadly speaking, sentence complexity is marked by how many clauses are used in a sentence. In
addition, the complexity of sentence patterns and clauses also determines the complexity of sentences.
The grouping of compound sentences can be seen from the use of subordinating, coordinating
conjunctions, or the use of both conjunctions in one sentence. The data tabulation below summarizes the
use of sentences based on the number of clauses and the complexity of the sentence pattern.
Kinder-
garten
Sabilal Tunggul KB Mutiara
Total
Hidayah Wulung Wardah Ilmu
Complexity
Simplex 31 77 16 35 159
Equivalent Compound 7 24 12 11 54
Multilevel Compound 18 11 15 8 52
Meeting Compound 5 9 4 3 21
Complex Compound 23 22 9 13 67
Total 84 146 68 70 368

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In Sabilal Hidayah Kindergarten and Tunggul Wulung Kindergarten, the use of single sentences
or simplex sentences dominates the research findings. In contrast to KB Wardah, who used more
multilevel compound sentences in all of his fairy tales, only 15 single sentences were found, a difference
of one sentence with multilevel compounds. Meanwhile, there are 18 multilevel compound sentences in
SH and 11 sentences in TW. The following is a description of the simplex sentences found in the data
source.
Form Temannya banyak
Function S P
Category N Num
Role Pelaku Ukuran
Complexity TW03/Kl01/Sim TW03/ S- P

The data from the Tunggul Wulung Kindergarten above is included in the single sentence or
simplex sentence category because it consists of only one clause. The sentence has an S-P pattern without
any connecting words, there is only an anaphoric marker as a word that refers to the subject in the
previous sentence, namely the sentence: Arif ini punya teman namanya Adam, namanya Yunus ‘Arif has a
friend named Adam, his name is Yunus’ (Pola: TW 02/ S- P- O- Pel). The P function in the TW/03/S-P
data above is filled by the word class numeralia.
Form Setiap hari Arif, berangkat bersama- belajar sama-
Yunus, sama sama
Adam
Function Ket S P Pel P Pel
Category FPep FN V Adv V Adv
Role Waktu Pelaku Tindakan Penyerta Tindakan Penyerta
Complexity TW 05/ Kl02/ MRap TW 05/ Ket- S- P- Pel- P- Pel

TW 05/ Kl02/ MRap data from the Tunggul Wulung Kindergarten are included in the compound
compound sentence category, because the sentence above consists of two clauses. The first clause is:
setiap hari Arif, Yunus, Adam berangkat bersama-sama ‘every day Arif, Yunus, Adam departed
together’, the second clause is: belajar bersama-sama ‘study together’. If explained, then the sentence
above was actually born from two functioning clauses K-S-P-Pel-(S)-P-Pel, namely:
5a) Setiap hari Arif, Yunus, Adam berangkat bersama-sama. ‘Every day Arif, Yunus, Adam departed
together’
5b) Setiap hari Arif, Yunus, Adam belajar bersama-sama. ‘Every day Arif, Yunus, Adam study
together’
The above data includes complex compound sentences because the function K and function S in
the second clause are closed together, finally the functions S and K are only located in the first clause.
The next complexity review is equivalent compound sentences. Equivalent compound sentences
are sentences that come from two independent clauses that can stand alone. Following is a detailed
description of the findings of equivalent compound sentences in the research data corpus.
Form Airnya penuh habis hujan airnya penuh
Function S P Ket S P
Category N Adj FV N Adj
Role Sumber Kejadian Waktu Sumber Kejadian
Complexity TW79/Kl02/ MSet TW 79/ S-P-Ket-S-P

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TW79/Kl02/MSet data consists of two clauses that can stand alone into sentences as below:
79a) Airnya penuh ‘The water is full’
79b) Habis hujan airnya penuh ‘After the rain the water is full’
Fungsi sintaksis pada kalimat 79a adalah S-P, kemudian pada 79b adalah K-S-P. Kedua kalimat
di atas bisa berdiri sendiri karena masing-masing klausa memiliki fungsi P. The conjunction between
clauses in the sentence above is the word setelah ‘after’, but it is pronounced in Javanese as the word
habis ‘ends’. The conjunction after is a feature of the use of equivalent compound sentences.
The next complexity is multilevel compound sentences. A multilevel compound sentence is a
sentence that consists of a main clause and a subordinate clause. The clause cannot stand as an
independent sentence because it depends on the main clause. The subordinate clause (subordinate clause)
is usually an extension of the main clause, therefore it cannot separate itself into a single sentence.
Multilevel compound sentences are also called complex sentences. The following is an example of
multilevel compound sentence findings.
dari asal seekor
Itulah akhir cerita mula pohon wangi yang berasal dari kebaikan kelinci
S P Ket Pel P Ket Pel
Pron Adj FPrep FN FN FV FPrep FN
Pelaku Keadaan asal pemilikan penyerta pelaku
KW68/Kl02/MBer KW68/S-P-Ket-Pel-P-Ket-Pel

KW68 data consists of two clauses and belongs to the multilevel compound sentence category.
The first clause is the main clause, while the second clause is a subordinate clause or clause. Constituent
yang berasal dari kebaikan seekor kelinci ‘that comes from the kindness of a rabbit’ merupakan perluasan
dari klausa induk itulah akhir dari cerita asal mula pohon wangi ‘that is the end of the story of the origin
of the fragrant tree’. Constituent yang berasal dari kebaikan seekor kelinci cannot stand alone to be a
standalone sentence, because the clause is an extension of the main sentence KW68.
Complex compound sentences are advanced forms of complex sentences or multilevel compound
sentences. If a complex sentence has two or more clauses, a complex compound sentence consists of three
or more clauses. Two of the clauses in this sentence stand as the main clause. Meanwhile, other clauses
function as subordinate clauses whose job is to expand the main clause. Below is an explanation of
complex compound sentences found in the data corpus.
Form aya si terkage da sempe berlar untu
Di jalan ia bertemu dengan m, ayam t n t i k bersembunyi
Function ket S P O S P Pel
Category FPrep Pron V FN N FV FV
Role tindaka pelak
tempat pelaku n sasaran u proses tindakan penyerta
Complexi
ty KW51/Kl03/MKom KW51/Ket-S-P-O-S-P-P-Pel

The sentence KW51/Kl03/MKom is a complex compound sentence because it consists of three

clauses, namely:
51a) Di jalan ia bertemu dengan ayam ‘On the way he met a chicken’
51b) si ayam terkaget ‘the chicken was shocked’
51c) dan sempat berlari untuk bersembunyi ‘and ran to hide’
The sentence above is patterned Ket-S-P-O-S-P-P-Pel. The first clause 51a) consists of the K-S-
P-O pattern, the second clause pattern is 51b) S-P, and the third clause pattern is P-Pel. Conjunctions

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between clauses are found between the second clause and the third clause, namely coordinating
conjunctions; dan ‘and’. Besides coordinating conjunctions, there are also subordinating conjunctions;
untuk ‘for’, contained in the third clause. Thus, it is clear that the KW51 data is included in the complex
compound complex category.
The main clause in the KW51 sentence is a clause 51a) Di jalan ia bertemu dengan ayam ‘On the
way he met a chicken’, the subordinate clause is clause 51b) si ayam terkaget ‘the chicken was shocked’.
While 51c) dan sempat berlari untuk bersembunyi ‘and ran to hide’, is a subordinate clause as an
extension of clause 51b).
The next discussion concerns the structure or sentence patterns used by kindergarten teachers in
storytelling activities. Sentence structures or patterns are used to form word components into correct and
effective sentences according to Indonesian spelling. Based on the basic pattern, (Hasan et al., 2010)
revealed patterns of (1) SP, (2) S-P-O, (3) S-P-Pel, (4) S-P-Ket, (5) S-P-O-Pel, (6) S-P-O- Ket. The six
basic patterns can be derived into unlimited variants as from 26 Latin letters it is derived into unlimited
Indonesian written words. In this study, broad sentences were found that were more complex than the
general basic sentence pattern.
The findings of various sentence patterns show that sentence patterns are not only limited to the
six basic patterns, but are more varied but still effective and can be understood by listeners and readers.
Findings of ineffective complex sentence patterns will be discussed further in the next sub. This research
does not only examine sentence patterns based on their function, but in terms of their categories and
syntactical roles. The following are variations of sentence patterns outside of the six basic sentence
patterns proposed by Hasan et al., (2010).

The sentence above consists of three clauses patterned Ket-P-O-S-P-O-P-O. Di hutan itu ‘In that
forest’ included in the adverb function in the noun phrase category. The word banyak ‘many’ belong to
the P function and belong to the class of adjectives that describe the O function, namely makanane
monyet ‘monkey food’. The noun phrase makanane monyet included in the O function, the word ada
‘there is’ belongs to the P function and belongs to the class of transitive verbs. Then, the next function O
is the word pisang dan buah-buahan ‘bananas and fruits’. In the sentence above there is no function S,
but the absence of function S does not make the sentence ambiguous or unacceptable.
The syntactic category used in the sentence above is a prepositional phrase – di hutan ‘in the
forest’, noun phrase – makanane monyet ‘monkey food’, verb – ada ‘ther is’, noun – pisang ‘banana’, and
noun phrases – buah-buahan ‘fruits’. When analyzed from its syntactical role, the function K in the
sentence above is included in the role of place because it mentions where the monkey's food is. The first P
function shows the role of size because it specifies the quantity of objects. All of the O functions in the
sentence above are included in the target, and the P function in the second and third clauses is included in
the ownership role because it indicates the presence of something.

Di buah-
Form itu banyak makanane monyet ada pisang ada banyak
hutan buahan
Function Ket P O P O P O
Category FPrep Adj FN FV N V FN
Role Tempat Ukuran Sasaran Pemilikan Sasaran Pemilikan Sasaran
SH10/ Ket-P-O-S-P-O-P-O

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Conclusion
The results of sentence analysis based on the function category role show that the function P is
not only in the category of verbs, but also in the category of nouns, adjectives, and even numerals. The S
function is also not always in the noun category, but in the adverbial and numeral categories. Based on the
role analysis in this study, the function of P does not only act as an action, but also as a state, process,
ownership, and quantity. The S function acts as an actor and a responder. The O function does not only
act as a target, but also as a result, reach, source, and size. The function Pel acts as a companion. The
function of K in this study is not only as a tool, but also as a place, time, and possibility. The category
findings in this study were verb phrases, noun phrases, adjective phrases, prepositional phrases, numeral
phrases, and adverb phrases.
The complexity of sentences in storytelling activities by Kindergarten teachers in Pasuruan shows
that single sentences dominate the research findings. However, the second most common finding is
complex compound sentences consisting of three or more clauses. Sentences that consist of two clauses
include equivalent compound sentences, multilevel compounds and compound sentences. Apart from
looking at the number of clauses in the sentence, the grouping can be seen from the use of subordinating
or coordinating conjunctions in the sentence.

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