Ario Wibi Pratikto (2010) Babysitter’s Extratextual Interaction in Reading Story Books to 3-4 Year Old Children. Skripsi thesis, UNIVERSITAS AIRLANGGA.

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Abstract

Story book reading is an interesting learning activity for children because they can learn new vocabularies through attractive books. In reading story books to children, adults employ extra textual interactions. Therefore, this study aimed at knowing babysitters’ extra textual interaction in reading story books to children aged 3 and 4 years old. Babysitter is a person hired for caregiving the children. In Indonesia, babysitters are commonly found in metropolitan city and are hired by parents which have lack of time to take care of their children because of their business. In this study, the data were collected by videotaping the conversations between four babysitters and children aged 3 and 4 years old engaged in story book reading sessions. Then, the writer analyzed the findings with the coding procedure developed by Natsiopoulou, Souliotis, & Kyridis (2003). Based on the data analysis, only one babysitter employed all categories in the coding procedure which were: attention, names, asking about names, feedback, repetition, elaboration, organizing the activity, prediction, relating story to real life, recalling information, clarifying, and asking for clarification. This study was expected to give a contribution in developing psycholinguistics, especially in language input and interaction in terms of language acquisition and provide knowledge about the importance of book reading activity to the early aged children so that not only babysitters, but parents can also have reference about how to create an attractive learning environment. The most frequent extra textual interaction category produced by babysitters was feedback.

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