UPAYA MENINGKATKAN PERKEMBANGAN BAHASA MELALUI PROGRAM LITERASI DI KELOMPOK B TK TRISAKTI

Abstract

Abstrak

Perkembangan bahasa harus di stimulus agar berkembang sesuai tahapannya. Namun, perkembangan bahasa di kelompok B TK Trisakti rendah, hal ini ditunjukkan dari keterampilan anak dalam membaca, menulis, dan berkomunikasi. Maka dari itu peneliti melakukan penelitian dengan tujuan meningkatkan perkembangan bahasa anak di kelompok B TK Trisakti, melalui program literasi. Kemampuan berbahasa anak diharapkan dapat meningkat melalui program literasi. Penelitian ini adalah penelitian tindakan kelas model Hoopkins. Subjeknya adalah siswa kelompok B yang berjumlah 20 siswa. Teknik pengumpulan data memakai observasi, tes, dan dokumentasi. Sementara teknik analisis data memakai observasi, dan tes. Hasil penelitian mendapati hasil yakni terjadi peningkatan keterampilan bahasa, hal ini dilihat dari meningkatnya keterampilan bahasa setiap siklusnya. Saat pra siklus kriteria penilaian tertinggi adalah Belum Berkembang(BB) yakni 82% siswa, sedangkan pada siklus I kriteria penilaian tertinggi adalah Mulai Berkembang(MB) yakni 85% siswa, dan pada siklus II kriteria penilaian tertinggi adalah Berkembang Sangat Baik(BSH) yakni 90% siswa. Sehingga disimpulkan bahwa program literasi mampu mengembangkan perkembangan bahasa anak di kelompok B TK Trisakti.

Kata Kunci: Perkembangan Bahasa, Literasi, Ana Usia Dini

Abstract

Language development must be stimulated so that it develops according to its stages. However, language development in group B of Trisakti Kindergarten is low, this can be seen from the children's ability to read, write, and communicate. Therefore, researchers conducted research with the aim of improving the language development of children in group B of Trisakti Kindergarten, through a literacy program. Children's language skills are expected to increase through literacy programs. This research is a classroom action research Hoopkins model. The subjects were group B students, totaling 20 students. Data collection techniques using observation, tests, and documentation. Meanwhile, the data analysis technique used observation and tests. The results showed an increase in language development, this can be seen from the increase in language development in each cycle. During the pre-cycle the highest assessment criteria were Undeveloped, namely 82% of students, while in the first cycle the highest assessment criteria was Beginning to Develop, namely 85% of students, and in cycle II the highest assessment criteria was Very Good Development, which was 90% of students. So it was concluded that the literacy program could improve the language development of children in group B of Trisakti Kindergarten.

Keywords: Language Development, Literacy, Early Childhood