PENERAPAN METODE TUNJUKKAN DAN CERITAKAN TERHADAP KESIAPAN MEMBACA PADA ANAK TK

Reading readiness is one of the skills given to early childhood through playing while learning. Kindergarten children are given assignments in the form of worksheets and the teacher will ask those children to read and then mention the words back on their worksheet. If the learning system to read like this were practiced repeatedly, the child will get bored. Reading readiness can be done through telling stories and using flash cards. One of the behaviors that show the child is in the reading readiness stage is when a child who is able to use spoken language to express an object. This can be realized through the show and tell method, which is a method that provides opportunities for children to learn new things through storytelling and listening to stories from their friends. This study aims to see the application of the show and tell method on reading readiness of kindergarten children. Participants in this study were 16 TK B students in PAUD FL which were divided into two groups, namely EG (Experiment Group) and CG (Control Group). Participants will be provided with an adapted Reading Readiness Assessment test kit and an Expressive Vocabulary Test as additional analysis given at the beginning and end of the study. The data analysis used an independent sample t-test which resulted that the method show and tell was ineffective for the reading readiness of kindergarten children (t = 1,678; p = 0.114) but the method show and tell was effective in increasing the number of children’s word to describe something (t = 4.961; p = 0.001) and children's vocabulary (t = 4,797; p = 0.002). Kesiapan membaca merupakan salah satu keterampilan yang diberikan kepada anak usia dini melalui kegiatan bermain sambil belajar. Anak TK diberikan tugas dalam bentuk lembar kerja dan meminta anak untuk membaca lalu menuliskan kembali kata yang ada pada lembar kerja tersebut. Apabila sistem belajar membaca seperti ini dilakukan berulang, maka anak akan merasa jenuh. Kesiapan membaca dapat dilakukan dengan cara bercerita, mendongeng dan penggunaan media flash card. Salah satu perilaku yang menunjukkan anak berada dalam tahap kesiapan membaca adalah anak mampu menggunakan bahasa lisan untuk menceritakan suatu objek. Hal ini dapat diwujudkan dalam metode tunjukkan dan ceritakan, yaitu metode yang memberikan peluang bagi anak untuk belajar hal baru melalui kegiatan bercerita dan mendengarkan cerita teman sekelompoknya. Penelitian ini bertujuan untuk melihat efektivitas penerapan metode tunjukkan dan ceritakan terhadap kesiapan membaca anak TK. Partisipan pada penelitian ini adalah 16 murid TK B di PAUD FL yang dibagi menjadi dua kelompok, yaitu KE (Kelompok Eksperimen) dan KK (Kelompok Kontrol). Partisipan akan diberikan alat tes Reading Readiness Assessment yang telah diadaptasi serta Expressive Vocabulary Test sebagai analisis tambahan yang diberikan pada awal dan akhir penelitian. Analisis data menggunakan uji beda yang menunjukkan hasil bahwa metode tunjukkan dan ceritakan tidak efektif terhadap kesiapan membaca anak TK (t = 1.678; p = 0.114) namun metode tunjukkan dan ceritakan efektif untuk meningkatkan jumlah kata anak (t = 4.961; p = 0.001) dan jumlah kosakata anak (t = 4.797; p = 0.002).

Membangun Kesiapan Belajar Membaca di Jenjang Prasekolah

Currently, the practice of learning to read formally is mostly done at the preschool level. Many experts oppose this, but there are also those who support it. In this paper, we will discuss how educational programs at the preschool level should prepare children to learn to read formally. The discussion includes the stages of reading ability, the concept of reading readiness, and the age of reading readiness.

Kesulitan Membaca Permulaan pada Anak Usia Dini dalam Perspektif Analisis Reading Readiness

ABSTRAKSI: Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis kesulitan membaca permulaan pada anak usia dini dalam tinjauan “reading readiness” atau kesiapan membaca. Terjadinya kesulitan membaca pada anak usia dini dapat disebabkan oleh banyak faktor. Faktor tersebut, diantaranya, adalah faktor fisik, psikologis, jenis kelamin, pengetahuan, dan sosial-budaya. Selain itu, faktor kognitif menjadi salah satu faktor utama dalam hal kesulitan membaca. Oleh karena itu, kesulitan membaca dapat dianalisis berdasarkan kesiapan membaca yang dimiliki oleh anak, yang merupakan gambaran pengetahuan melek huruf. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif dengan pendekatan studi kasus. Objek dalam penelitian ini yaitu seorang anak usia dini berinisial TH, berusia 4 tahun, dan belajar di PAUD (Pendidikan Anak Usia Dini) Al-Barokah, Desa Japura Bakti, Kecamatan Astanajapura, Kabupaten Cirebon, Jawa Barat, Indonesia. Hasil dari penelitian menunjukkan bahwa terjadinya kesulitan membaca pada anak usia dini disebabkan karena anak belum memiliki kesiapan dalam membaca, yang mencakup lima hal, yaitu: mengenal warna dasar; mengenal huruf; mengenal angka; bertindak seperti orang membaca (pura-pura membaca); serta menulis nama sendiri walaupun beberapa huruf masih terbalik.KATA KUNCI:Kesulitan Membaca; Membaca Permulaan; Kesiapan Membaca; Pendidikan Anak Usia Dini. ABSTRACT: “Difficulties of Early Reading among Early Childhood in the Perspective of Reading Readiness Analysis”. This study aims to describe and analyze the difficulties of early reading in early childhood from the perspective of reading readiness. These reading difficulties in early childhood are due to several factors. These include physical, psychological, gender, knowledge, and socio-cultural factors. In addition, cognitive factors are the major factor in the difficulty of reading. Therefore, this reading difficulty can be analyzed from the children's reading readiness, which is also an application of literacy knowledge. The study employed a qualitative descriptive method with a case study approach. The object in this study is a 4 years-old child with the initials of TH, and learning in PAUD (Early Childhood Education) Al-Barokah, Japura Bakti Village, Astanajapura District, Cirebon Regency, West Java, Indonesia. The results of this study indicate that the reading difficulties in early childhood are due to children not having readiness in reading, which includes five things, namely: recognizing basic colors; recognizing letters; recognizing numbers; act as if reading (pretending to read); and write their own names even though some of the letters are reversely written.KEY WORD: Reading Difficulty; Early Reading; Reading Readiness; Early Childhood Education.About the Author: Dr. Ahmad Yani adalah Dosen di IAIN (Institut Agama Islam Negeri) Syekh Nurjati Cirebon, Jalan Perjuangan by Pass Sunyaragi, Cirebon, Jawa Barat, Indonesia. Untuk kepentingan akademik, Penulis bisa dihubungi dengan alamat emel: [email protected] Suggested Citation: Yani, Ahmad. (2019). “Kesulitan Membaca Permulaan pada Anak Usia Dini dalam Perspektif Analisis Reading Readiness” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 4(2), September, pp.113-126. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (June 22, 2019); Revised (August 31, 2019); and Published (September 30, 2019).

Reading Readiness Skills in Preschool Children

This research aims to identify the following : • The reading willingness skill to kindergarten children. • There is no statistical significance difference between average scores of reading willingness skill of the sample individuals as a whole, and the hypothetical average of the scale. • The difference in reading willingness skill to kindergarten children according to gender variable (male & female). • There is no statistical significance difference between average scores of reading willingness skill for kindergarten children according to gender variable (male & female). To achieve the research goals, the researcher adopted the test of (Alkhafa-2014) for reading willingness skill, as it's consisted of seven skills: Visual recognition, Audio recognition, Audiovisual recognition, Optical recognition, Audio memory, Visual tracking, pronunciation and speaking skill.