Pengembangan Model Pembelajaran Pengenalan Kata Dan Huruf Berbasis Pengalaman Berbahasa Dalam Rangka Pengembangan Literacy Pada Anak Usia Dini (AUD) Di Kabupaten Jombang.

Widuroyekti, Barokah and Nurhayati, Lilik (2012) Pengembangan Model Pembelajaran Pengenalan Kata Dan Huruf Berbasis Pengalaman Berbahasa Dalam Rangka Pengembangan Literacy Pada Anak Usia Dini (AUD) Di Kabupaten Jombang. Project Report. Universitas Terbuka, Jakarta.

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Abstract

For early childhood education in the information era now is to prepare children to be public information or to become knowledge knowledge society. To that end, one of the educators responsibilities is to develop early childhood literacy. At the age of children in early childhood education, literacy is ready developed and demanding teacher or other adult to provide assistance. The role of preschool teacher / early childhood in this case is to create conditions that allow children to do the exploration and discovery experiences which will develop child literacy. The research objective is: (1) describe the constraints and the need for the introduction of learning words and letters in early childhood education, (2) develop a form of learning your word recognition and letter based language experience to develop the child's literacy, (3) describe the application of learning guides of letters word recognition and letters based language experience approach to develop early childhood literacy. This research is a development research. In this research, the development of the learning model for word recognition and letter with language experience approach in early childhood education. The study subjects consisted of: expert learning, early childhood education experts, kindergarten teachers and kindergarten children in Jombang. Research carried out by adapting the model development from Four-D Model, namely: definition, design, development, and dissemination. Data collection was carried out for three types of data. Data about the constraints and needs of teachers in learning to use questionnaires and observation. Data collected about the development process by asking the opinions of experts to conduct a review of the draft instrument was developed by the rating scale. The data from the trial implementation of the model was collected using observation and interviews with teachers as users of the product. Data analysis was performed with the implementation of the teaching model of qualitative analysis techniques to flow. Activities include the analysis: data reduction, data presentation, inference and verification. Data verification is an activity of checking the validity of the data, which is based on four criteria, namely: credibility, transferability, dependability, and confirmability. The results of the constraints and needs of teachers in the development of early childhood literacy includes five things: (a) the introduction of word pictures, word cards, and letter cards, (b) the introduction of words through games, media, and experiences of the child, (c) the methods and media innovative learning, (d) the supply of picture books and story books; (e) the development of teachers' guidebook. The results of model development is the form of learning for word recognition and letter with Language Experience Approach. Based on the review by experts on the draft study guide developed, acquired the assessment: learning aspects get good value (3.5), aspect of the content gets v very good (4.0), and obtain the value aspect of readability is very good (3.6) . The results validating the implementation of the learning model, namely: the preparation aspect of learning get good value (3.12), the preliminary implementation aspects get good value (3.12), and management aspects core activities get good value (3.33); aspects of the management of the closing to obtain a very good (3.87), aspects of the implementation of earned value assessment is very good (3.62), the aspect of interactivity obtain very good value (3.87); and effectiveness aspects get good value (3.5). Based on these results, recommended guidelines for teachers to implement literacy development in early childhood with the language experience approach. This requires the willingness of teachers and institutional support to facilitate the implementation of the learning model that has been developed.

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