Improving Children’s Pro-Social Behaviour through Role Play

Macro at Ages 5 – 6

Suharni

and Adolf

Bastian

Faculty of Education, Early Childhood, Universitas Lancang Kuning,

Keywords: Pro-Social Behaviour, Role Play, Macro Method

Abstract: The purpose of this research is to improve children’s pro-Social behavior through role play macro in

Aisyiyah 2 Kindergarten, Pekanbaru, and academic Year 2016/2017. The participants of this research were

15 children. The research method used was action research proposed by Kemmis and McTaggart (2005)

models. It consisted of plan, action, observation, and reflection. This study consisted of two cycles, each 8

meetings. The data were collected analysed in qualitative and quantitative. The qualitative data were from

observation notes, interview notes and data records while the quantitative data were gained from the statistic

of the results from the pre-cycle, the first cycle, and second cycle. The results of this study show an increase

in pro-social behaviour through role play macro method. It can be proven by average at pre-cycle of 50.37

increased in the first cycle of 66,54 and the second cycle became 86.08. The results of this study found that

pro-social behaviour is a positive behaviour in the form of concrete and observed in social interaction for

the character formation of children. Role plays macro one of the alternative that used for the teacher at

the school to improving pro-social behavior.

1 INTRODUCTION

Early child experiences the development of social

interaction with their environment. Children have

shown pro-social behaviour while playing with

friends in their age. Students pro-social a positive

social behaviour in the form of behaviour that leads

to positive behaviour in the form of concrete and

observed to interact and relate well to others. Pro-

social behaviour is very important inculcated in

children from an early age so that children easily

interact socially to the surrounding environment.

Pro-social behaviour will educate children positive

behaviour such as helping, cooperation, sharing,

empathy, and honesty. The findings were supported

by Matsumoto et al. (2016) states that the

established social behaviour ranging from early

childhood through early adulthood. Age greatly

affects the formation of ethical and social behaviour

so that the results of research of social behaviour can

be improved through a five-game economy. The

game can be seen through a child how to manipulate

others so successful in socializing. The research by

Yoshie claimed that from an early age children need

to have the pro-social behaviour to interact with

others. In Observed by pre research, conducted by

the researchers, in kindergarten Aisyiyah2 that

51.33% of children still low pro-social behaviour,

30.32% of pro Social behaviour has begun to

develop, and 18.35% of children have good social

behaviour.

This is Blinded Manuscript (Without authors

names and affiliations) evident when the researchers

conducted pre-study activities in TK B Aisyiyah

Pekanbaru. Based on observations illustrated that

some children are still being individual does not

want to socialize with friends, there is not even

helping, cooperation in the conduct of the teacher in

groups, quarrelsome and disturb her, not willing to

share food and toys with friends. This is

corroborated by the results of interviews with

teachers stating that the pro-social behaviour of

children is still low due to contamination with the

environment and the behaviour of the low pro-social

difficult child to be given the task in group activities.

Based on the above and a preliminary study has been

done then the importance of this research is

conducted to improve pro-social behaviour of

children in kindergarten Aisyiyah 2 Pekanbaru using

role play the macro.

Suharni, . and Bastian, A.

Improving Children’s Pro-Social Behaviour through Role Play Macro at Ages 5 – 6.

DOI: 10.5220/0008219100002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 401-407

ISBN: 978-989-758-416-9

401

2 LITEATURE REVIEW

2.1 Pro-Social Behaviour

Eisenberg and Mussen (1989) describe the

behaviour that pro Socially refers to voluntary

actions that are intended to help or benefit another

individual or group of individuals. Thus pro-social

behaviour refers to the voluntary action intended to

benefit another individual or another group. Social

behaviour is said to be positive behaviour done

without expecting anything in return and without

any other factor. Willing the opinions raised by

Kartono in Asih and Pratama (2010, p. 34) that pro-

social behaviour is profitable in it contained

elements of unity, cooperation, cooperation and

altruism, Eisenberg and Mussen in Kusumaningrum

(2014, p. 13) define pro-social behaviour as

behaviour that has positive consequences on others.

The most obvious forms of pro-social behavior

helping behaviour. More specifically, Eisenberg and

Mussen in Kusumaningrum give the sense of pro-

social behaviour include the actions: sharing (split),

cooperative (co-operation), Donating (donate),

helping, honesty, generosity), as well as considering

the rights and welfare of others. Another opinion

raised by Wright and McCathren (2012, p. 1) that

the pro-social behaviour is a good interaction skills

in play, socialize and appreciate friendship.

Greitemeyer and Osswald (2011, p. 1) emphasize

that pro-social behaviour is a positive behaviour to

socialize so as to prevent anti-social behaviour so as

to prevent negative behaviour. When children

behave in pro-social and interact positively with the

environment the child will be more easily accepted

and more comfortable to socialize and to prevent a

negative behaviour.

Based on the description above can be formed is

how an essential value pro-social behaviour starts

from early childhood. As for the aspects contained in

pro-social behaviour are (1) Helping others (2)

Share and contribute (generous) (3) Working (4)

Empathy (5) Honesty. Deal with attention to these

aspects, it can could be conclude that pro Social

behaviour is the behaviour of helping others,

sharing, cooperation, empathy, and honest to others

as a kinds of positive is done voluntarily without any

coercion from other as well as the initiative itself is

done solely for giving help or help others without

expecting any compensation.

2.2 Macro Role Playing

Stanton-Chapman (2015) defines the role play is a

child's play with the play into something as a group

so as to establishment of the interaction between

each other. Through role-playing interwoven

interactions between each other so happen

cooperation. Thus, by playing the role of a control

group will make children interact with each other. In

line with the above opinion, Oliver (2016) defines

very precise role play introduced for early childhood

to stimulate children in social relationships in the

environment to form pro-social behaviour. It

attending to play a role very precise method to be

used by younger children to stimulate children to

interact socially using play activities. Bonwell and

Eison (1991, p. 1) states that "In addition to role-

play simulations, there are active learning methods

such as debates, dramas, and peer teaching" means

that in the simulation play a role, the method is an

active learning such as debate, drama and group

learning, This above explains that the proper method

to play a role is an active learning such as debate,

drama, and group learning to play the role of macro

method is suitable. Based on the above opinion that

the method of playing the role of the above explains

that the proper method to play a role is an active

learning such as debate, drama, and group learning

to play the role of the macro method is suitable.

Based on the above opinion that the method of

playing the role of the learning is done in groups

indirectly make children interact with the

environment. Additionally a method of playing the

role of active learning that many children socialize

and pro-social behaviour.

3 METHODOLOGY

The method used in this research is Action

Research. The model used in this study is the spiral

model (Kemmis & McTaggart, 2005). On models,

Kemmis & McTaggart action (acting) and

observation (observing) are made as a unit because

they assume that these two components are the two

activities that cannot be separated. While in this

study, researchers have provided measures in order

to increase pro-social behaviour of children,

through the method of playing the role of the

macro, which has been implemented in two cycles,

each cycle consisting of eight meetings. Planning

and implementation will deal of with observation,

action, and reflection. Research conducted by

researchers aiming to improve pro-social behaviour

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402

in children aged 5-6 years, through the method of

playing the role of the macro. The shape of this

study is to provide an action on the subject under

study, in the form of problem-based (free variable),

in order to determine its effect on pro-social

behaviour (the dependent variable) which arise, as

a result of actions taken during the study. The

grating instrument developed through the definition

of conceptual and operational definitions explain

that pro-social behaviour is score that base on

aspect a) helping, b) cooperation, c) sharing, d)

empathy and d) act honestly. Criteria for success

of the action is expected in this study was 71%

according to Mills (2000) is said to be successful if

71% of the total number of 15 children have

reached the 11 children who have reached the level

of achievement of development (TCP) is expected.

Here is how to create a range of scores, namely:

St (high score) = 80

St (lowest score) = 20 -Range = 60

If the researcher wants the amount of class

= 4, then Width grade = 60= 154

Score pro-social behaviours were divided into

four levels of attainment with the clarification as

follows:

Table 1 : Interval and Pro-social Behaviour category

Acquisition Score

Score Range

Score

Specification

20-35

Not grown

36-50

Start growing

51-65

Evolving as

expeted

66-80

Developing

excellent

Data analysis used in this research is the

analysis of qualitative and quantitative data.

Qualitative data analysis was performed by

analyzing data from the field notes, interview notes

and documentation notes with steps of data

reduction, display and verification

4 RESULT AND DISCUSSION

The results showed that the pro-social behavior of

children in group B TK Aisyiyah 2 Pekanbaru

already started to increase from pre-intervention to

the first cycle, until the second cycle.

4. 1 Re-Intervention

In the pre-intervention low pro-social behavior of

children still with an average score of kindergarten

children pro Social behavior in the pre-study B

began developing or have not yet reached the target

with an average score of 40.3 or percentage of

50.37%. The observation of the 15 children showed

that EZO obtains the lowest score 28 or 35% and

58.75% ASS KY and the initial. The observation

shown on the graph above can be described that pro-

social behaviour is not well developed and has not

reached the desired target.

4.2 First cycle

In the cycle 1, the percentage of all children have

increased from pre-intervention to cycle I. In pre-

intervention results achieved at 50.37%, an increase

of 16.17% so that the first cycle to 66.54%.

Improved outcomes described that six children in

kindergartens B has reached the criterion or

indicator of pro-social behaviour is expected and

nine children have not yet reached the criteria of

success of 71%.

4.3 Second Cycle

During the second cycle of pro Social behaviour

have improved significantly by an average

percentage of 86.08%. Data resulting from an

increase in pro-social behaviour kindergartner B

Aisyiyah 2 which amounts to 15 children can be

seen from the pre-intervention with the average yield

of 50.37 %, to get involved in the first cycle of

16.17% to 66.54%. Furthermore, from the first cycle

to the second cycle increase pro-social behaviour

increased by 19.54% to 86.08%. It is evident that the

use of methods of playing the role of macro can

increase pro-social behaviour of children. These

results indicate that the activities of the second cycle

have achieved the success criteria of action. Here are

the results of pre-intervention data percentage, the

first cycle, and the second cycle:

Table 2: Results of Pre-intervention data percentage,

Cycle I and Cycle II

RDO

50.00

71.87%

90.62%

Increase and

has reached the

target

lih

45.62

61.87%

81.87%

Increases and

have reached

the target of

Improving Children’s Pro-Social Behaviour through Role Play Macro at Ages 5 – 6

403

RMD

58.12

71.37%

83.00%

Increase and

already reached

the target

48.75

65.00%

85.00%

Increase and has

reached the target

RYA

50.62

66.12

88.00

Increase

and has reached

the

target

ASS

58.75

75.00

91,

25%

Increase

and has reached

the

target

ATT

54.37

64.00

84.00

Increase

and has reached

the

target

ELE

50.62

58.12

78.75

Increases

and have reached

the target

56.87

71,00

90.00

Increased

and has reached the

target

RSY

40.00

58.12

78.75

Increase

and has reaching

the target

Avera

50.37

66.54

86.08

Increase

and has reached the

target

4.4 Name Pre – Intervention

Cycle I Cycle II Description:

DZ 42.50% 60.00% 80.00% Increase and has

reached the target

KY 58.75% 75.00% 93.50% Increases and have

reached the target

EZO 35.00% 58.00% to 85.00% Increased and has

reached the target

SL 49.37% 68.75% 90.00% Increases and have

reached the target

RS 56.25% 74.00% 92.50% Increase and has

reached the target

RDO 50.00% 71.87% 90.62% Increase and has

reached the target

Iih 45.62% 61.87% 81.87% Increases and have

reached the target

RMD 58.12% 71.37% 83.00% Increase and already

reached the target

YZ 48.75% 65.00% 85.00% Increase and has reached

the target

RYA 50.62% 66.12% 88.00% Increase and has reached

the target

ASS 58.75% 75.00% 91, 25% Increase and has reached

the target

ATT 54.37% 64.00% 84.00% Increase and has reached

the target

ELE 50.62% 58.12% 78.75% Increases and has

reached the target

AZ 56.87% 71,00% 90.00% Increased and has reached

the target

RSY 40.00% 58.12% 78.75% Increase and has reaching

the target

Average 50.37% 66.54% 86.08% Increase and have

reached the target

Based on the data can be described the results of

an increase in pro-social behaviour from pre-

intervention to the second cycle in children in group

B in the graph below:

5 DISCUSSION

Based on the quantitative results, the increase in pro-

social behaviour kindergartner B Aisyiyah 2 totalling 15

children can be seen from the pre- intervention with the

average yield of 50.37%, to get involved in the first cycle

of 16.17% to 66.54%. Furthermore, from the first cycle to

the second cycle increase pro-social behaviour increased

by 19.54% to 86.08%. These results indicate that the

activities of the second cycle have achieved the

success criteria used appropriate action researchers is

of the Mills (2000) theory that says the research is

said to have achieved success with percentage 71%

of the total number of children and the targets

achieved by researchers who agreed on the

collaborator. Observing this, pro-social behaviour is

shaped concrete positive behaviour and observed to

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interact and relate well to others. Pro-social

behaviour provides benefits to others whereby when

a recipient of pro-social behaviour in the form of

poor relief for better Aspects of pro-social

behaviour includes mutual help, cooperation,

sharing, empathy and act honestly. Pro-social

behaviour depends on each individual respectively.

Children who have a high social orientation are

more likely to provide help, as well as children

who have a high social responsibility so

accustomed to taking positive action in their

interaction. Kids used to play with his friend will

respond swiftly to provide relief when he saw his

friend fall, in contrast to children who are not

accustomed to interacting in which a loner and being

individual. Children who give help and to receive

assistance will feel social emotions in the form of a

sense of comfort and reassurance. Based on the

above research findings pro-social behaviour is the

behaviour of children who are not absolute, but is

subject to change and evolve over stages of

development. Therefore the need for a deep

understanding of the stages of development of pro-

social behaviour of children not wrong in giving a

stimulus to it, so that pro-social behaviour

possessed any child can develop optimally. Pro-

social behaviour in order to develop optimally child,

the child must be fostered and stimulated

continuously so that the children are familiar with

pro-social behaviour. Greitemeyer and Osswald

(2011, p. 1) state that pro-social behaviour is a

positive behaviour to socialize so as to prevent anti-

social behaviour so as to prevent negative

behaviours. Antisocial is an attitude that hated

socializing with others so it is individualistic and

selfish so very contrary to pro-social attitudes. In

addition to the discussion of the use of the above

theory, the researchers also examined using a

multidisciplinary approach. Pro-social behaviour

through methods of playing the role of the macro has

five aspects of mutual help, cooperation, sharing,

empathy, and honesty. Therefore, multidisciplinary

assessment can be examined from the standpoint of

psychological, social and cultural. Viewed from the

standpoint of the study of psychology, according to

Eisenberg and Mussen (1989) development of pro-

social behaviour of children can be stimulated from

an early age and said the child is able to be altruism

is a desire to help without expecting anything in

return. Eisenberg and Mussen (1989) also said pro

Social behaviour will influence the development of

socialization with peers. Children who are able to

socialize in general will easily receive a positive

reaction from peers when the show action pro-

social behaviour. Studies of social angle according

to Eisenberg and Miller (1987) pro-social behaviour

influenced by the social adjustment of children when

at school. Children will easily adapt to the

environment and socialize when able to behave in

pro-social well. When children cannot behave pro-

social well then the child will be difficult to be

accepted by the group or friend when playing.

6 CONCLUSION

Based on the above discussion it can be concluded

that the method of playing the role of a child can

increase pro-social behaviour-related aspects of

mutual help, cooperation, sharing, empathy and

honest. In addition to the method of playing the role

also helps the child in the child express and

emotional feelings. It can be stated that the method

of playing a role not only increases pro-social

behaviour but can also provide a real experience and

fun in the learning process. The results of the

assessment of pro-social behaviour of children from

pre-cycle to be given through a method of action on

the first cycle and proceed to the second cycle, pro-

social behaviour of children has increased

significantly. This success is supported by the results

of data analysis on pra cycle with the acquisition of

the average percentage of 50.37% results, to get

involved in the first cycle of 16.17% to 66.54%.

Furthermore, from the first cycle to the second

cycle increase pro-social behaviour increased by

19.54% to86.08%. These results indicate that the

activities of the second cycle have achieved the

success criteria used appropriate action researchers

is of the Mills (2000) theory that says the research

is said to have achieved success with a percentage

of 71% of the total number of children and the

targets achieved by researchers who agreed on this

collaborator. This is proved that the application of

macro role playing can improve pro-social

behaviour.

REFERENCES

Asih, G.Y., Pratiwi, M.M.S 2010. Perilaku prososial

ditinjau dari empati dan kematangan emosi. J.

Psikol. UMK Pitutur 1, 33–42.

Bonwell, C.C., Eison, J.A 1991. Active learning:

Creating excitement in the classroom. 1991

ASHE-ERIC Higher Education Reports. ERIC.

Eisenberg, N., Miller, P.A 1987. The relation of

empathy to prosocial and related behaviors. Psychol.

Bull. 101,91.

Improving Children’s Pro-Social Behaviour through Role Play Macro at Ages 5 – 6

405

Eisenberg, N., Mussen, P.H 1989. The roots of prosocial

behavior in children. Cambridge University Press.

Greitemeyer, T., Osswald, S 2011. Playing prosocial

video games increases the accessibility of prosocial

thoughts. J. Soc. Psychol. 151, 121–128.

Kemmis, S., McTaggart, R 2005. Participatory action

research: Communicative action and the public

sphere. Sage Publications Ltd.

Kusumaningrum, I 2014. 'Meningkatkan perilaku

prososial rendah melalui layanan penguasaan konten

dengan teknik sosiodrama'. Indonesia. J. Guid. Couns.

Theory Appl. 3.

Matsumoto, Y., Yamagishi, T., Li, Y., Kiyonari, T

2016. 'Prosocial behavior increases with age across

five economic games'. Plos One 11, e0158671.

Mills, G.E., 2000. Action research: A guide for the

teacher researcher. ERIC.

Oliver, S 2016. Integrating role-play with case study and

carbon footprint monitoring: A

transformative approach to enhancing learners’

social behavior for a more sustainable environment.

Int. J. Environ. Sci. Educ. 11, 1323–1335.

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the responsibility of the teacher in supporting

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Wright, L.A., McCathren, R.B 2012. 'Utilizing social

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APPENDIX

Result Percentage of Conduct Pro-social Pre

Intervention Cycle I and Cycle II

Table.2 Result of Pre-Intervention data percentage,

Cycle I and Cycle II

Name

Pra –

Intervent

io n

Cycle

Descri

ption

42.50%

60.00

80.00

Increas

e and

has

reache

d the

target

58.75%

75.00

93.50

% I

Increas

es and

have

reache

d the

target

EZO

35.00%

58.00

85.00

% I

Increas

ed and

has

reached

the

target

49.37%

68.75

90.00

Increas

es and

have

reache

d the

target

56.25%

74.00

92.50

Increase

and has

reached

the

target

50.00%

71.87

90.62%

Increase

and has

reached

the

target

lih

45.62%

61.87

81.87%

Increase

s and

have

reached

the

target of

58.12%

71.37

83.00%

Increase

and

already

reached

the

target

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48.75%

65.00%

85.00%

Increase

and has

reached

the

target

50.62%

66.12%

88.00%

Increase

and has

reached

the

target

ASS

58.75%

75.00%

91,25%

Increase

and has

reached

the

target

ATT

54.37%

64.00%

84.00%

Increase

and has

reached

the

target

ELE

50.62%

58.12%

78.75%

Increase

s and

have

reached

the

target of

56.87%

71,00%

90.00%

Increase

d and

has

reached

the

target

RSY

40.00%

58.12%

78.75%

Increase

and are

reaching

the

target

Ave

rag

50.37%

66.54%

86.08%

Increase

d and

have

reached

the

target

Table 1. Interval and Pro-social Behaviour

category Acquisition Score

Score Range

Score

Specification

20-35

Not grown

36-50

Start growing

51-65

Evolving as

expected

66-80

Developing

excellent

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