KEMAMPUAN DASAR BAHASA ANAK TAMAN KANAK-KANAK : Studi Deskriptif Terhadap Anak TK Kartika KPAD Gegerkalong Bandung

Euis Farida, - (2002) KEMAMPUAN DASAR BAHASA ANAK TAMAN KANAK-KANAK : Studi Deskriptif Terhadap Anak TK Kartika KPAD Gegerkalong Bandung. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk memperoleh gambaran empirik tentang proses
pembelajaran di Taman Kanak-Kanak, khususnya dalam mengembangkan
kemampuan dasar bahasa anak. Metode yang digunakan dalam penelitian ini adalah
metode deskriptif. Penulis menggunakan teknik observasi partisipatif, wawancara
dan studi dokumenter. Di samping itu, penulis melakukan pemotretan dan
perekaman melalui tape-recorder. Data yang terkumpul kemudian dianalisis, dicek
kembali kepada subyek penelitian, sehingga dapat diketahui akurasi data yang
diperoleh. Berdasarkan hasil penelitian maka dibuat rekomendasi bagi pihak-pihak
yang terkait dengan penyelenggaraan pendidikan diTaman Kanak-Kanak.
Melalui pengamatan sehari-hari di TK, nampak ragam penampilan
kemampuan dasar bahasa anak. Di samping anak-anak yang mampu
mengaktualisasikan kemampuan dasar bahasnya secara baik banyak juga anak yang
mengalami kesulitan dalam mengaktualisasikan kemampuan bahasa, seperti tidak
mau mendengarkan orang lain berbicara, kurang mengerti pembicaraan orang lain
tidak mau berbicara, tidak mau menjawab, sulit untuk mengemukakan keinginan
dan ketidakinginan, sulit untuk mengungkapkan perasaan, sulit mengenal huruf
melafalkan, mengeja, membaca, juga dalam hal menulis ada yang tidak mau
memegang alat tulis dengan benar, menuliskan angka, huruf, suku kata, kata dan
kalimat.
Penelitian ini dilaksanakan mulai tanggal 6 Maret 2002 sampai 6 Mei 2002 di
Taman Kanak-Kanak Kartika III-l KPAD Gegerkalong Bandung. Hasil penelitian
menunjukkan bahwa anak-anak yang masuk ke TK sudah memiliki secara umum
kemampuan dasar bahasa yang meliputi : mendengarkan, berbicara, membaca dan
menulis. Proses pembelajaran di TK nampaknya lebih mengutamakan nuansa
akademik. Para pendidik menyajikan suatu proses belajar di kelas lebih terarah
kepada pemenuhan tujuan-tujuan pendidikan yang lebih bersifat simbolis dan
superfisial. Kegiatan pembelajaran di kelas menjadi sangat terstruktur. Kendala yang
dihadapi antara lain rasio perbandingan guru dengan murid yang tidak seimbang
terbatasnya sarana dan prasarana pendidikan, tingkat kesejahteraan guru yang
tergolong rendah serta kuatnya tuntutan orang tua yang menghendaki lulusan TK
mampu membaca, menulis dan menghitung.
Rekomendasi hasil penelitian bagi para penyelenggara TK, para guru
sekahgus pembimbing seyogianya meningkatkan upaya inovatif, dan lebih
memperhatikan karakteristik perkembangan anak. Bagi pemerintah, perlu segera
adanya pengangkatan guru TK yang berkualitas diikuti sistem insentif guru yang
memadai, kebijakan tentang membaca dan menulis di TK nampaknya perlu ditinjau
ulang.
-----
This research is aimed at gaining an empirical desciption of learning
processes in kindergarten, especially in developing children's basic language skills.
The method used in the research was a descriptive. The writer used interview
technique, and decumentary study. She also made some photographs and tape
recording. The data collected in the study was analyzed and rechecked to the
subjects till the accuracy of gained data was recognized. Based on results of the
study, recommendation are made for agencies connected in organizing educational
practice in kindergarten.
By observing daily practices at the kindergarten, it was recognized that
performance of children's basic language skills varied. Besides children who were
able to actualize their basic language skills well, there were some of the children
experiencing difficulties in practicing language skills, such as they did not want to
listen other people speaking; they did not understand what other people say; they
did not want to speak; they did not want to answer others' questions; they are
difficult to express wish and not wish; they are hard to express a feeling; they got
difficulties in recognizing letters, in pronouncing, in spelling, in reading; and in the
case of writing there were some children who did not want to hold pen/pencils, write
numbers, letters, syllables, words, and sentences properly.
The research done since March 6th 2002 till May 6th 2002 in Kartika
Kindergarten III-l KPAD Gegerkalong Bandung. The results show that children
generally had basic language skills that cover : listening, speaking, reading, and
writing. Learning processes in the Kindergarten seem to emphasize academic
nuance. The teachers served symbolic and superficial learning process. Hence,
learning activities in class became very structural practices. The problem faced were
ratio of teachers and pupils which were not comparable, limited media/structures
and infrastructures, level of teachers' prosperity categorized into low criteria, and
strong demands of parents for kindergarten graduates that should be able to read,
write, and calculate.
The recommendation of the results are the kindergarten administrators,
teacher/counselor should improve innovative efforts, and pay more attention to the
characteristics of children's development. For the government, there should be
appointments of qualified kindergarten teachers accompanied by implementation of
sufficient incentive system for the teachers. And the policy of reading and writing in
kindergarten need to be reconsidered.

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Item Type:	Thesis (S2)
Uncontrolled Keywords:	Bahasa Anak
Subjects:	L Education > L Education (General)
Divisions:	Sekolah Pasca Sarjana > Bimbingan dan Konseling S-2
Depositing User:	Putri Armeilani Mustofa
Date Deposited:	13 Jul 2022 08:56
Last Modified:	13 Jul 2022 08:56
URI:	http://repository.upi.edu/id/eprint/74503

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