Whole Language Versus Syllables Reading Methods (Experiment in Indonesian Young Children)

Aisyah, Siti (2015) Whole Language Versus Syllables Reading Methods (Experiment in Indonesian Young Children). In: 2015 International Symposium on Education and Psychology, 7-11 September 2015, Meiji University, Japan.

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Abstract

This research aims to obtain empirical data on the effect of reading method and thinking skills toward language skills of early childhood. This study used a treatment design by level 2 x 2 be In the design, each of the independent variables are classified into two sides, includes action variable that is reading methods are classified into Whole Language and Syllables Method. Whereas moderator variables that is thinking skills, are classified based on high and low level into high-level thinking skills and low-level thinking skills. ANOVA calculation results showed that language skills of children who followed reading activities by using whole language method is higher than the language skills of children who attend reading activities by using Syllables method. Thus, there is the effect of the application of the Big Book method and Syllables methods toward language skills of children. Based on observations in the field that was continued by assessment to know the use of the whole language method in improving languistic intelligence, data showed that in the two schools, the group of children who use whole langage, their languistic intelligence significantly developed. Their languistic Intelligence that consists of listening, talk (retelling), reading (arranging word cards) and write, showed there was an increase in the results of initial assessment with the assessment results after the action.

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