scholarly journals Optimization of Speaking Ability in Early Childhood

2020 ◽  
Vol 2 (2) ◽  
pp. 58-63
Author(s):  
Ade Karunia Rizky Manurung
Keyword(s):  
Early Childhood ◽  
Speech Delays ◽  
Speaking Skills

abstract :Speech ability is a person's ability to express, convey, express and say something that is in someone's thoughts and feelings. The ability to speak has an important role in the success of socializing someone, because through speaking skills one can communicate and interact with people around him. This study aims to minimize speech delays in early childhood by optimizing learning in early childhood by stimulating children through learning media and adding literature to improve speaking skills in early childhood. 

scholarly journals Improving Speaking Ability Through Picture Card Assisted Storytelling Method For Children 5-6 Years Old In Kindergarten

Academia Open ◽  
2021 ◽  
Vol 6 ◽  
Author(s):  
Fitri Nailul Izzah ◽  
Luluk Iffatur Rocmah
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Data Collection ◽  
General Public ◽  
Average Value ◽  
Picture Card ◽  
Classroom Action Research ◽  
Data Collection Technique ◽  
Descriptive Qualitative ◽  
Speaking Skills

This study aims to improve the speaking ability of children aged 5-6 years in Mutiara Hati Krian Sidoarjo Kindergarten through storytelling method assisted by picture card media. This type of research is Classroom Action Research (CAR) which is carried out in two cycles with three meetings in each cycle. The data collection technique used is descriptive quantitative and descriptive qualitative. The indicator of success in this study is if the average value of children's speaking ability through storytelling method assisted by picture card media has reached the very well developed criteria (BSB) with a percentage of 75%-100%. The results of this study indicate an increase in children's speaking skills through storytelling methods assisted by picture card media at Mutiara Hati Krian Sidoarjo Kindergarten gradually from pre-cycle, first cycle and second cycle. This is evidenced by the increase in the average speaking ability of children in the pre-cycle by 33%, increasing to 58% in the first cycle of action and reaching 92% in the second cycle of action. The results of this study are expected to provide information to institutions that handle early childhood or the general public who need information about the application of picture card-assisted storytelling methods to improve speaking skills in children aged 5-6 years. Keywords - Speaking Ability, Storytelling Method, Cards Picture

scholarly journals PENGARUH MODEL ACTIVE LEARNING DAN TIPE KEPRIBADIAN TERHADAP KEMAMPUAN BERBICARA

2018 ◽  
Vol 12 (1) ◽  
pp. 130-140
Author(s):  
Otib Satibi Hidayat
Keyword(s):  
Early Childhood ◽  
Active Learning ◽  
Random Sampling ◽  
Hypothesis Test ◽  
Personality Type ◽  
Learning Model ◽  
Personality Types ◽  
Project Based Learning ◽  
Stratified Random Sampling ◽  
Speaking Skills

This study aims to determine empirical data about differences in early childhood speaking skills that get active learning approach by considering the type of personality of learners in grade 2 elementary school in Jakarta Capital City 2016. This research uses experimental method, 2x2 factorial design. Determination of sample using multistage stratified random sampling technique. The result of this research concludes that there is the influence of learning model to students 'speaking ability, there is the influence of personality type to students' speaking ability, and there is an interaction between learning model with personality type. Based on the result of the third hypothesis test proved there is an interaction between learning model and personality type to students' speaking ability, then analysis continued with Tukey test, which concluded that students with extrovert personality type better speaking ability when studying with project-based learning model. Students with introverted personality types are better able to speak at the time of learning with the discovery learning model. Researchers expect further research, on the importance of improving early childhood speaking skills through the penetration of learning models, taking into account personality types, in larger areas throughout Indonesia.   Keyword: speaking ability, project-based learning, inquiry-based learning, extrovert, introvert   Penelitian ini bertujuan untuk mengetahui data empiris mengenai perbedaan kemampuan berbicara anak usia dini yang mendapatkan pendekatan active learning dengan memperhatikan tipe kepribadian peserta didik  di  kelas 2 sekolah dasar di DKI Jakarta 2016. Penelitian ini menggunakan metode eksperimen, desain faktorial 2x2. Penentuan sampel menggunakan teknik multistage stratified random sampling. Hasil penelitian ini menyimpulkan bahwa terdapat pengaruh model pembelajaran terhadap kemampuan berbicara siswa, terdapat pengaruh tipe kepribadian terhadap kemampuan berbicara siswa, dan terdapat interaksi antara model pembelajaran dengan tipe kepribadian. Berdasarkan hasil pengujian hipotesis ketiga terbukti terdapat interaksi antara model pembelajaran dan tipe kepribadian terhadap kemampuan berbicara siswa, kemudian analisis dilanjutkan dengan uji Tukey, yang menyimpulkan bahwa siswa yang bertipe kepribadian extrovert lebih baik kemampuan berbicaranya pada saat belajar dengan model pembelajaran berbasis proyek. Siswa yang bertipe kepribadian introvert lebih baik kemampuan berbicaranya pada saat belajar dengan model pembelajaran penemuan. Peniliti mengharapkan agar dapat dilakukan penelitian lebih lanjut, tentang pentingnya meningkatkan kemampuan berbicara anak usia dini menggunakan berbagai penetrasi model  pembelajaran, dengan memperhatikan tipe-tipe kepribadian, di wilayah yang lebih luas di seluruh Indonesia.   Kata Kunci :  Kemampuan berbicara, Pembelajaran berbasis proyek, Pembelajaran penemuan, Extrovert, dan Introvert.                        

scholarly journals MENINGKATKAN KEMAMPUAN BERBICARA ANAK MELALUI METODE BERCERITA DENGAN MENGGUNAKAN BONEKA TANGAN PADA KELOMPOK B DI TK PLUS SALSABIL KABUPATEN CIREBON

2020 ◽  
Vol 3 (1) ◽  
pp. 11-23
Author(s):  
Amelia Muliawati F ◽  
Sumardi Sumardi ◽  
Elan Elan
Keyword(s):  
Early Childhood ◽  
Data Analysis ◽  
Action Research ◽  
Data Collection ◽  
Language Development ◽  
Class Action ◽  
Analysis Techniques ◽  
The Media ◽  
Group B ◽  
Speaking Skills

ABSTRACTThis study aims to improve the language development of children, especially in speaking skills in early childhood Plus Salsabila Cirebon distric. the ability to speak includes the structure of conveying ideas, ideas, feelings, to others smoothly and speaking clearly. This research is a Class Action Research (PTK) which is done collaborativ, using the kemmis and Mc Taggart model’s. Subjects in this study were students of group B, which amounted to 16 children. The object of research in this study is to improve the ability to speak the method of telling stories with the media of hand puppets. Data collection was done through observation with observation sheet instruments. Data analysis techniques are carried out descriptively, qualitatively and quantitatively. The indicator of success in speaking ability is 76% -100%. The results showed that the hand puppet media could improve the child's speaking ability after action. The end result of the ability to speak in the overall indicator, the criteria start to develop (MB) 37.5%, on the criteria of Developing According to Hope (BSH) 50%, Very Good Developing (BSB) 12.5%, Results of ability the teacher in planning and implementing learning, both achieved a percentage of 83.33%. Thus using the media of hand puppets can improve children's speaking skills. ABSTRAKPenelitian ini bertujuan untuk meningkatkan kemampuan bahasa anak terutama dalam kemampuan berbicara anak usia 5-6 tahun dengan media boneka tangan pada anak kelompok B di TK Plus Salsabila, kecamatan kedawung, kabupaten Cirebon. Kemampuan berbicara tersebut meliputi struktur menyampaikan ide, gagasan, perasaan,  kepada orang lain dengan lancar dan berbicara dengan jelas. Penelitian ini merupakan penelitian tindakan kelas yang dilakukan kolaboratif dengan guru dan menggunakan model Kemmis dan Mc Taggart. Subjek penelitian ini adalah 16 anak kelompok TK Plus Salsabila kabupaten Cirebon. Objek penelitian dalam penelitian ini adalah peningkatan kemampuan berbicara metode bercerita dengan media boneka tangan. Pengumpulan data dilakukan melalui observasi dengan instrumen lembar observasi. Teknik analisis data dilakukan secara deskriptif, kualitatif dan kuantitatif. Indikator keberhasilan pada kemampuan berbicara adalah 76%-100%. Hasil penelitian menunjukkan bahwa media boneka tangan dapat meningkatkan kemampuan berbicara anak setelah dilakukan tindakan. Hasil akhir dari kemampuan berbicara pada indikator keselurahan pada kriteria mulai berkembang (MB) 37,5%, pada kriteria Berkembang Sesuai Harapan (BSH) 50%, Berkembang Sangat Baik (BSB) 12,5%, Hasil dari kemampuan guru dalam merencanakan dan melaksanakan pembelajaran, keduanya mencapai presentase 83,33%. Dengan demikian menggunakan media boneka tangan dapat meningkatkan kemampuan berbicara anak.

scholarly journals UPAYA MENINGKATKAN BERBICARA ANAK USIA 4-5 MELALUI PENERAPAN METODE BERCERITA PADA ANAK KELOMPOK A TK KRISTEN POMARIMOI DESA TONGUTE SUNGI KEC IBU

EDUKASI ◽  
2019 ◽  
Vol 17 (2) ◽  
Author(s):  
Novita Voerman ◽  
Nurhamsa Mahmud
Keyword(s):  
Early Childhood ◽  
Individual Learning ◽  
Childhood Education ◽  
Reflection Data ◽  
Picture Story ◽  
Group A ◽  
Teachers And Parents ◽  
Children Education ◽  
I 31 ◽  
Speaking Skills

Limitations in the number of vocabulary owned by children can be caused by a lack of simulations given by teachers and parents, as well as the environment, based on the results of initial observation in group A on pomarimoi Christian Early Childhood Education. learning and giving opportunities and freedom of speech in accordance with illustrated stories. Picture story is one medium that enhances ideas, ideas, and feelings, this research is carried out in the rest of class A in early childhood children education in pomarimoi Tomute Sungi village, sub-district of Ibu with the aim of improving speaking skills through hand puppet media, with the number of students with 16 students. The research method used is classroom action research (CAR) which consists of 2 cycles, each cycle consisting of 4 stages namely; 1. Planning, 2. Implementation, 3. Observation, 4. Reflection, data collection techniques used are observation and documentation methods, with data analysis techniques using descriptive percentages, results of research and discussion showing the results of evaluation of group learning in the first cycle of action I 1`4,66 began to develop (MB), and there was an increase in the second action 62% was developing, and in the results of evaluation of individual learning in action I 31% began to develop (MB), and 62.50%, then an increase occurred significant in the second cycle, among others, on the eveluation of learning cycle II group action I 75% and the second action 98.77%, while the results of individual learning on action I cycle II 87.5% and 98% in the second action. so that it can be concluded that in order to improve speaking skills using the method of telling stories in early childhood children education in pomarimoi Tomute Sungi villageof Tongute Sungi,sub-district of Ibu can increase optimally. Key words: speaking, story telling

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

The Need for a Broad-Based Model of Phonological Disorders

1992 ◽  
Vol 23 (3) ◽  
pp. 261-268 ◽  
Author(s):  
Alan G. Kamhi
Keyword(s):  
Speech Production ◽  
Phonological Disorders ◽  
Production Processes ◽  
Assessment And Treatment ◽  
Speech Delays ◽  
Explanatory Adequacy ◽  
State Of Affairs ◽  
Assessment Procedures ◽  
Treatment Procedures

My response to Fey’s article (1985; reprinted 1992, this issue) focuses on the confusion caused by the application of simplistic phonological definitions and models to the assessment and treatment of children with speech delays. In addition to having no explanatory adequacy, such definitions/models lead either to assessment and treatment procedures that are similarly focused or to procedures that have no clear logical ties to the models with which they supposedly are linked. Narrowly focused models and definitions also usually include no mention of speech production processes. Bemoaning this state of affairs, I attempt to show why it is important for clinicians to embrace broad-based models of phonological disorders that have some explanatory value. Such models are consistent with assessment procedures that are comprehensive in nature and treatment procedures that focus on linguistic, as well as motoric, aspects of speech.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

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