KEMAMPUAN DASAR BAHASA ANAK TAMAN KANAK-KANAK : Studi Deskriptif Terhadap Anak TK Kartika KPAD Gegerkalong Bandung

• Main Author: Euis Farida, - (Author)
• Format: Book
• Published: 2002-05-20.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini bertujuan untuk memperoleh gambaran empirik tentang proses pembelajaran di Taman Kanak-Kanak, khususnya dalam mengembangkan kemampuan dasar bahasa anak. Metode yang digunakan dalam penelitian ini adalah metode deskriptif. Penulis menggunakan teknik observasi partisipatif, wawancara dan studi dokumenter. Di samping itu, penulis melakukan pemotretan dan perekaman melalui tape-recorder. Data yang terkumpul kemudian dianalisis, dicek kembali kepada subyek penelitian, sehingga dapat diketahui akurasi data yang diperoleh. Berdasarkan hasil penelitian maka dibuat rekomendasi bagi pihak-pihak yang terkait dengan penyelenggaraan pendidikan diTaman Kanak-Kanak. Melalui pengamatan sehari-hari di TK, nampak ragam penampilan kemampuan dasar bahasa anak. Di samping anak-anak yang mampu mengaktualisasikan kemampuan dasar bahasnya secara baik banyak juga anak yang mengalami kesulitan dalam mengaktualisasikan kemampuan bahasa, seperti tidak mau mendengarkan orang lain berbicara, kurang mengerti pembicaraan orang lain tidak mau berbicara, tidak mau menjawab, sulit untuk mengemukakan keinginan dan ketidakinginan, sulit untuk mengungkapkan perasaan, sulit mengenal huruf melafalkan, mengeja, membaca, juga dalam hal menulis ada yang tidak mau memegang alat tulis dengan benar, menuliskan angka, huruf, suku kata, kata dan kalimat. Penelitian ini dilaksanakan mulai tanggal 6 Maret 2002 sampai 6 Mei 2002 di Taman Kanak-Kanak Kartika III-l KPAD Gegerkalong Bandung. Hasil penelitian menunjukkan bahwa anak-anak yang masuk ke TK sudah memiliki secara umum kemampuan dasar bahasa yang meliputi : mendengarkan, berbicara, membaca dan menulis. Proses pembelajaran di TK nampaknya lebih mengutamakan nuansa akademik. Para pendidik menyajikan suatu proses belajar di kelas lebih terarah kepada pemenuhan tujuan-tujuan pendidikan yang lebih bersifat simbolis dan superfisial. Kegiatan pembelajaran di kelas menjadi sangat terstruktur. Kendala yang dihadapi antara lain rasio perbandingan guru dengan murid yang tidak seimbang terbatasnya sarana dan prasarana pendidikan, tingkat kesejahteraan guru yang tergolong rendah serta kuatnya tuntutan orang tua yang menghendaki lulusan TK mampu membaca, menulis dan menghitung. Rekomendasi hasil penelitian bagi para penyelenggara TK, para guru sekahgus pembimbing seyogianya meningkatkan upaya inovatif, dan lebih memperhatikan karakteristik perkembangan anak. Bagi pemerintah, perlu segera adanya pengangkatan guru TK yang berkualitas diikuti sistem insentif guru yang memadai, kebijakan tentang membaca dan menulis di TK nampaknya perlu ditinjau ulang. ----- This research is aimed at gaining an empirical desciption of learning processes in kindergarten, especially in developing children's basic language skills. The method used in the research was a descriptive. The writer used interview technique, and decumentary study. She also made some photographs and tape recording. The data collected in the study was analyzed and rechecked to the subjects till the accuracy of gained data was recognized. Based on results of the study, recommendation are made for agencies connected in organizing educational practice in kindergarten. By observing daily practices at the kindergarten, it was recognized that performance of children's basic language skills varied. Besides children who were able to actualize their basic language skills well, there were some of the children experiencing difficulties in practicing language skills, such as they did not want to listen other people speaking; they did not understand what other people say; they did not want to speak; they did not want to answer others' questions; they are difficult to express wish and not wish; they are hard to express a feeling; they got difficulties in recognizing letters, in pronouncing, in spelling, in reading; and in the case of writing there were some children who did not want to hold pen/pencils, write numbers, letters, syllables, words, and sentences properly. The research done since March 6th 2002 till May 6th 2002 in Kartika Kindergarten III-l KPAD Gegerkalong Bandung. The results show that children generally had basic language skills that cover : listening, speaking, reading, and writing. Learning processes in the Kindergarten seem to emphasize academic nuance. The teachers served symbolic and superficial learning process. Hence, learning activities in class became very structural practices. The problem faced were ratio of teachers and pupils which were not comparable, limited media/structures and infrastructures, level of teachers' prosperity categorized into low criteria, and strong demands of parents for kindergarten graduates that should be able to read, write, and calculate. The recommendation of the results are the kindergarten administrators, teacher/counselor should improve innovative efforts, and pay more attention to the characteristics of children's development. For the government, there should be appointments of qualified kindergarten teachers accompanied by implementation of sufficient incentive system for the teachers. And the policy of reading and writing in kindergarten need to be reconsidered.

Item Description

http://repository.upi.edu/74503/1/T_BP_999650_title.pdf
http://repository.upi.edu/74503/2/T_BP_999650_chapter1.pdf
http://repository.upi.edu/74503/3/T_BP_999650_chapter2.pdf
http://repository.upi.edu/74503/4/T_BP_999650_chapter3.pdf
http://repository.upi.edu/74503/5/T_BP_999650_chapter4.pdf
http://repository.upi.edu/74503/6/T_BP_999650_chapter5.pdf
http://repository.upi.edu/74503/7/T_BP_999650_bibliography.pdf
http://repository.upi.edu/74503/8/T_BP_999650_appendix.pdf