BERCERITA INTERAKTIF UNTUK MENGEMBANGKAN BAHASA EKSPRESIF ANAK USIA 5–6 TAHUN: PENELITIAN TINDAKAN KELAS DI TAMAN KANAK-KANAK ISLAM TERPADU YA BUNAYYA
Abstract
Abstrak
Kemampuan bahasa ekspresif anak kelompok B2 TK IT Ya Bunayya belum optimal; banyak anak pendiam, malu berbicara, dan berkosakata terbatas. Penelitian tindakan kelas kolaboratif model Kemmis dan McTaggart ini mendokumentasikan perbaikan kegiatan bercerita interaktif berbantuan buku bergambar yang menggeser peran anak dari pendengar menjadi penutur melalui pertanyaan terbuka, ajakan menceritakan kembali, dan kesempatan berbicara di depan teman. Subjek penelitian adalah sebelas anak, dengan kepala TK, guru kolaborator, dan tiga orang tua sebagai informan. Data dikumpulkan melalui observasi delapan indikator berskala BB–BSB yang dinilai pada tingkat kelompok, lembar aktivitas guru, wawancara, dan dokumentasi. Persentase capaian merupakan persentase skor maksimum kelompok, bukan proporsi anak yang berhasil. Tidak ada pengukuran pra-siklus; pengukuran pertama dilakukan setelah tindakan siklus I. Skor kelompok meningkat dari 40,63% pada siklus I menjadi 68,75% dan 93,75% pada siklus II dan III, seiring bertambahnya deskriptor aktivitas guru dari 14 menjadi 18 dan 19, dengan jumlah anak hadir yang berbeda antarsiklus. Hasil ini menunjukkan potensi bercerita interaktif untuk memperbaiki praktik kelas, tetapi penilaian per anak, pengukuran sebelum tindakan, dan bukti ujaran anak masih diperlukan.
Kata Kunci: bahasa ekspresif; bercerita interaktif; buku cerita bergambar; penelitian tindakan kelas; anak usia 5–6 tahun
Abstract
Expressive language skills of children in group B2 at TK IT Ya Bunayya were suboptimal; many children were quiet, shy to speak, and had a limited vocabulary. This collaborative classroom action research, using the Kemmis and McTaggart model, documents the improvement of interactive picture-book storytelling that shifted children from listeners to speakers through open-ended questions, invitations to retell, and opportunities to speak in front of peers. The subjects were eleven children, with the principal, a collaborating teacher, and three parents as informants. Data were collected through an eight-indicator observation sheet rated BB–BSB at group level, a teacher-activity checklist, interviews, and documentation. Achievement percentages represent the percentage of the maximum group score, not the proportion of children who succeeded. There was no pre-cycle measurement; the first measurement took place after the cycle I action. The group score rose from 40.63% in cycle I to 68.75% and 93.75% in cycles II and III, alongside an increase in observed teacher-activity descriptors from 14 to 18 and 19, with attendance differing across cycles. The results suggest the potential of interactive storytelling to improve classroom practice, but child-level assessment, pre-action measurement, and evidence of children's utterances are still needed.
Keywords: expressive language; interactive storytelling; picture books; classroom action research; children aged 5–6
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