Efektivitas Metode Pembelajaran Read Aloud Dengan Media Buku Cerita Gambar Seri Untuk Meningkatkan Kemampuan Berbahasa Reseptif Dan Ekspresif Pada Anak Usia Dini

Abstract

This study aims to conduct empirical research to determine the difference in effectiveness between the read-aloud learning method and serial image media with other methods usually used by teachers to improve receptive language skills in early childhood. This type of research uses a nonequivalent control group experimental design with a quantitative approach. The variables in this study consisted independent variable in this study is the read-aloud learning method with picture story media (X), the dependent variable in this study is expressive language ability (Y1) and expressive language ability (Y2). The results showed that (1) the read-aloud learning method with picture series media was more effective than the learning methods commonly used by teachers to improve receptive language skills in early childhood, statistically, the F = 5.766 with a significant level of p = 0.022 smaller than 5%; (2) The read-aloud learning method with serial picture story media is more effective than the learning methods commonly used by teachers to improve expressive language skills in early childhood; statistically, the value of F = 1,028 significant level p = 0.012 less than 5%. The results of this study can provide new insights and innovations in the effectiveness of learning the read-aloud method in storytelling activities that are useful for developing children's receptive and expressive language skills

Meningkatkan Kemampuan Bahasa Ekspresif Anak melalui Metode Read-Aloud di PAUD Al-Hassanah Samarinda

“…Kemampuan untuk menyampaikan melalui bahasa baik secara lisan maupun tidak, disebut kemampuan bahasa ekspresif (Husna & Eliza, 2021) Bahasa ekspresif memiliki peranan yang penting agar anak memiliki kemampuan untuk mengungkapkan keinginan tanpa adanya paksaan dari orang sekitar (Sya'bana et al, 2021). Kemampuan bahasa ekspresif pada anak menekankan pada kemampuan anak untuk merangkai pemikiran dan merancangnya ke dalam kalimat yang logis sehingga memungkinkan bagi anak untuk menyampaikan kepada individu lain tentang apa yang ia inginkan (Endahwati et al, 2022).…”

“…Read-aloud terdiri dari kata read dan aloud yang berarti membaca dengan nyaring atau keras (Endahwati et al, 2022). Menurut Musyarifah (2021) read-aloud adalah membacakan buku cerita dengan suara yang keras atau nyaring kepada anak yang disertai dengan intonasi yang jelas, pelafalan vokal dan konsonan, irama yang sesuai, dan dengan hati yang tulus serta hangat kepada anak-anak.…”

Improving English Pronunciation with AI Speech-Recognition Technology

“…In addition to this, the present study aligns with the theory that asserts the effectiveness of using the Read Aloud method as an useful learning tool. The effectiveness of the Read Aloud method for improving pronunciation and listening comprehension skills has been well acknowledged in the field of language teaching (Doff, 1988;Abimanto, 2020a;Huang, 2010;Endahwati et al, 2022;Sardegna & McGregor, 2022). In the current context, the integration of artificial intelligence (AI) technology with the Read Aloud method of learning has demonstrated effectiveness in improving the process of acquiring English language proficiency, especially in pronunciation.…”

“…Besides, the read aloud method is an effective method for improving pronunciation skills in lline with several previous studies that the read aloud method can improve reading skills and improve pronunciation of language students (Doff, 1988;Abimanto, 2020a;Huang, 2010;Endahwati et al, 2022;Sardegna & McGregor, 2022). In fact, with this conventional model, it is difficult to get accurate and fast feedback.…”

Pengaruh Kegiatan Literasi Melalui Read aloud Buku Bacaan Bergambar Terhadap Perkembangan Bahasa Dan Kognitif Pada Anak Kelompok B Di Taman Kanak-Kanak

“…Terdapat juga pandangan Blackmore dan Barbara yang dikutip dalam Asmin, Dkk. (Asmin, Djoko, & Mainase, 2022), Gurdon (Rahmani, 2021), serta pandangan Mulyaningtyas (Azmin, Widiatmoko, Nugraina, & Oktaviani, 2022), Trealese (2013, Siti (Gutami et al, 2021), Sary, & Indah (Nur et al, 2023) (Gatot & Doddyansyah, 2018), Yumnah (Yumnah, 2017) (Dwi & Utami, 2022), Endahwati, dkk., (Endahwati, Bachri, & Izzati, 2022), Fadillah, dkk., (Fadillah, Dewi, & Putri, 2022) dan Dini (Khosibah & Dimyati, 2021) yang menekankan pentingnya literasi dalam perkembangan anak, termasuk kemampuan bahasa dan pemahaman. Selain itu, Hurlock (2010) juga memberikan pandangan yang relevan terkait dengan tahap-tahap perkembangan anak, yang dapat membantu dalam merancang program literasi yang sesuai dengan kebutuhan mereka.…”