Pengaruh Kegiatan Read Aloud terhadap Kemampuan Mengenal Kosakata pada Anak Usia Dini

• Main Author: Marhamah, - (Author)
• Format: Book
• Published: 2021-08-24.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/65826/1/S_PGPAUD_1703954_Title.pdf; http://repository.upi.edu/65826/2/S_PGPAUD_1703954_Chapter1.pdf; http://repository.upi.edu/65826/3/S_PGPAUD_1703954_Chapter2.pdf; http://repository.upi.edu/65826/4/S_PGPAUD_1703954_Chapter3.pdf; http://repository.upi.edu/65826/5/S_PPGAUD_1703954_Chapter4.pdf; http://repository.upi.edu/65826/6/S_PGPAUD_1703954_Chapter5.pdf; http://repository.upi.edu/65826/7/S_PGPAUD_1703954_Appendix.pdf
• Keywords: L Education (General); LC Special aspects of education

Penelitian ini bertujuan untuk meningkatkan kemampuan mengenal kosakata pada anak usia dini melalui kegiatan read aloud. Kegiatan read aloud (membaca nyaring) merupakan kegiatan membaca dengan bersuara lantang serta memperhatikan pengucapan, intonasi, dan ekspresi untuk memusatkan perhatian anak. Kemampuan mengenal kosakata berkaitan erat dengan keterampilan seseorang dalam berbicara, sehingga perlu diberikan pengajaran kosakata sejak usia dini. Subjek dalam penelitian ini adalah dua anak berinisial AAM dan HU di Desa Kepek Sempukerep RT 02/RW 11 Sidoharjo, Wonogiri, Jawa Tengah yang memiliki kemampuan mengenal kosakata kurang baik. Hal ini dilihat dari keterampilan berbicara subjek AAM dan HU yang masih kurang optimal. Penelitian ini merupakan penelitian eksperimen menggunakan pendekatan kuantitatif dengan subjek tunggal atau Single Subject Research (SSR) desain A-B-A. Pengumpulan data yang digunakan adalah tes lisan dan dokumentasi, sedangkan analisis data yang digunakan adalah statistik deskriptif yang ditampilkan dalam bentuk tabel dan grafik. Berdasarkan data yang diperoleh pada fase baseline 1 (A1), intervensi (B), dan fase baseline 2 (A2) kedua subjek mengalami peningkatan kemampuan mengenal kosakata. Pada fase baseline 1 (A1), subjek AAM memperoleh persentase 35% di setiap sesi, sedangkan subjek HU memperoleh persentase 30% di setiap sesi. Pada fase baseline 1 (A) menuju intervensi (B), subjek AAM dan HU mengalami peningkatan sebesar 5%. Pada fase intervensi menuju baseline 2, subjek AAM dan HU mengalami peningkatan sebesar 10%. Berdasarkan hasil penelitian tersebut, kegiatan read aloud dapat memberikan pengaruh dalam meningkatkan kemampuan mengenal kosakata pada anak usia dini. Kata kunci: Anak usia dini, kosakata, read aloud ----- This study aims to improve the ability to recognize vocabulary in early childhood through read aloud activities. Read aloud activity is an activity to read aloud and pay attention to pronunciation, intonation, and expression to focus the child's attention. The ability to recognize vocabulary is closely related to one's speaking skills, so it is necessary to teach vocabulary from an early age. The subjects in this study were two children with the initials AAM and HU in Kepek Sempukerep Village RT 02/RW 11 Sidoharjo, Wonogiri, Central Java who had poor vocabulary recognition skills. This can be seen from the speaking skills of AAM and HU subjects which are still less than optimal. This research is an experimental study using a quantitative approach with a single subject or Single Subject Research (SSR) A-B-A design. The data collection used is an oral test and documentation, while the data analysis used is descriptive statistics that are displayed in the form of tables and graphs. Based on the data obtained in the baseline phase 1 (A1), intervention (B), and baseline phase 2 (A2) both subjects experienced an increase in vocabulary recognition skills. In the baseline phase 1 (A1), AAM subjects received a percentage of 35% in each session, while HU subjects obtained a percentage of 30% in each session. In the baseline phase 1 (A) to intervention (B), AAM and HU subjects increased by 5%. In the intervention phase towards baseline 2, AAM and HU subjects increased by 10%. Based on the results of this study, read aloud activities can have an influence in increasing the ability to recognize vocabulary in early childhood. Keywords: Early childhood, vocabulary, read aloud