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THE INFLUENCE OF BIG BOOK AND SYLLABLES READINGMETHODS TOWARD LANGUAGE SKILL OF KINDERGARTEN CHILDREN
Aisyah, Siti
Aisyah, Siti
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Abstract
4-6 years are sensitive ages for children, because in the ages children’s potential will appear according to the environment in which the children reside.Therefore,the task ofthe teacher is to develop the children’spotential as optimal as possibleby providingthe environment, particularly in the form of conditions and planned activities in accordance with child's development. Preparing children to enter the formal education world is very important because it will be the basis of child's potentials in order to develop optimally. One of the child’s potentials that really need to be considered is the development of their language. Language acquisition is closely associated with capacity to think. So as to better understand the child's language skills it is necessary to study their capacity to think. In the view of child development, from the time the child is borned until the age of 6 years is the most critical period for child’s cognitive development in mastering literacy (listen- read-write-speak). In order to develop reading skills, reading methods for early childhood which are often used are Spell, Sounds, Syllables, Global, and SAS (Synthetic Analytical Structure) method. The use of these methods depends on characteristics of students and teachers’ competences. Reading is a complex activity that involves perception and thought, and one purpose of reading is to develop the capacity to think. The purpose of teaching thinking skills to children is to improve the quality of their thinking to be deeper, more consistent, and more effective. The ability to think has various dimensions, one of them is critical thinking. The term critical thinking is equated with many other terms such as analytical thinking, logical thinking, creative thinking, higher level thinking, and others. However, all of these terms refer to the capacity of analyzing situations, synthesizing information, or evaluating arguments. Another dimension of thinking abilities is creative thinking which is associated with the ability to explore ideas, sum up the possibilities, and search for the correct answer more than one answer. Critical thinking and creative thinking are interrelated and both are complementary aspects of the ability to think. Almost all thought involves thinking critically and creatively. One effort to improve critical thinking and creative thinking skills is to teach high-level of thinking or Higher Order Thinking Skills (HOTS). As a basic understanding of high-level thinking skills we can use one of learning domains proposed by Bloom. According to Bloom there are three learning domains, namely cognitive, affective, and psychomotor. Cognitive domain related to the process of human thought. This domain can be utilized to help us create two levels of thinking, namely higher-order and low-level thinking skills. In Early Childhood Education (ECD), train childrento thinking should be done through fun activities and not through the exercises of heavy thinking. One of the fun activities for children and can be used to develop HOTS is telling a story. Story telling is usually equipped with “question and answer” activities conducted before, during, or after the completion of the 2 story which is delivered by a teacher. On this occasion the teacher asks about the content of the story to check the child's understanding of the story that is being, or has been heard. Various methods of reading have been used by teachers, but the effectiveness of these methods needs tobe assessed in terms of child development because based on child development, from birth until the age of 6 years are the most critical period for cognitive development of children in mastering literacy(listen-read-write-speak). Language intelligence can be defined as the ability to solve problems, develop problems, and create something using language effectively, bothorally and in writing. Intelligencein linguistic means intelligence in using words, and quickly learns to use words just by listening and looking at someone speaking. Based on the above description, it can be concludedthatchildren's ability toachievehigher order thinking skillscan be optimized through fun activities. Therefore, an effort to increase the children’s language skill is needed through a model of intervention, so that the children’s language development canbe developed optimally. Efforts to develop the language skills of young children, in this study, carried out through Big Book and Syllables method. Efforts are made by considering that syllable method is the most popoler method in kindergarten, while Big Book method is a method of joyful reading through playing.Looking at the various phenomena and idealist reality above, it is important to do a research related to those things. Positivistically this research will examine the effect of Big Book and Syllables reading methodson the language skill ofchildren in kindergarten.
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