THE RELATIONSHIP BETWEEN THE LENGTH OF THE GRANTING BIBLIOTHERAPY AND VERBAL CREATIVITY IN CHILDREN AGE OF SCHOOL (STUDY IN SDN BANGUNSARI 02 MEJAYAN MADIUN)

Abstract

Background: The problems of elementary school age learning include low interest in
reading, shyness and lack of confidence in conveying arguments, weaknesses in discussions,
and inability to address problems encountered. The aim of this study was to analyze the long
association of biblioterapy with verbal creativity in school-aged children. Methods: The
research design was crossectional correlation. The population in this study were all grade 4
and 5 students of SDN Bangunsari 02 Mejayan with sample size 25 respondents. Sampling
technique in this research was probability sampling with proportionate stratified random
sampling. Data collection used checklist and questionnaire. Data processing included with
editing, coding, scoring and tabulating. Data analysis used simple linear regression with error
rate 5% (0,05). Results: The results showed that all linear regression assumptions were met ie
normal distributed error, no autocorrelation problem and no heteroscedasticity problem.
Pearson Correlation analysis results obtained p value 0.000 <alpha 0.05 so H1 accepted
means there is a long relationship of giving biblioterapy with verbal creativity in school-aged
children. Linear regression results obtained overall testing using Statistical F obtained p =
0,000 <0.05 (alpha) means that the fit model shows that the model is able to explain the
empirical data as a whole. Partial test results using Statistics t obtained p value 0.000 <0.05
means that the duration of giving biblioterapy has a significant effect on verbal creativity.
Conclusions: The conclusion of this study is there is a long relationship of giving
biblioterapy with verbal creativity in school-aged children.

Keywords: bibliotherapy, verbal creativity, school-aged children