Efforts to Improve Language Intelligence in Early Childhood through Letter Card Media at R.A. Manbaul Hikmah Luwungragi Bulakamba Brebes

Abstract

The purpose of this study is to improve language intelligence in early childhood through the use of letter card media at RA Manbaul Hikmah Luwungragi Bulakamba Brebes. This study uses data collection methods through observation, documentation, and interviews. The type of research used is Classroom Action Research (PTK) with two main variables, namely language intelligence as a bound variable and letter card media as an independent variable. The object of this research is all students of PAUD Group B RA Manbaul Hikmah Luwungragi Bulakamba Brebes in the even semester of the 2015/2016 school year. The number of students involved in this study was 12 children, consisting of 4 male students and 8 female students. The research process was carried out in two cycles, where each cycle consisted of three meetings. The data collection method in this study involves observation, interviews, and documentation to obtain accurate data on the development of children's language intelligence. The results of the study show that improving language intelligence through the medium of letter cards at RA Manbaul Hikmah Luwungragi Bulakamba Brebes is included in the very good category. After being given learning using letter card media for two cycles, there was a significant improvement in children's language intelligence. Some of the assessment indicators used in this study include good language skills, the ability to perform tasks well, and letter recognition through letter card media. The learning results in the first cycle showed an increase of 19%, while in the second cycle it increased to 56%. This shows that the use of letter card media can help students in significantly improving their language intelligence. Based on the findings above, some of the suggestions that can be given include teachers are expected to create an interesting and fun learning experience for RA Manbaul Hikmah students, as well as provide encouragement and guidance so that children feel comfortable learning. In addition, teachers are expected to develop similar learning models for every other subject and share experiences with other teachers. Follow-up for students who have not completed needs to be done with collaboration between teachers and researchers to provide more intensive motivation and guidance. In addition, it is recommended to provide more frequent activities that can improve language skills, such as the use of letter card media or other relevant methods.