Bunayya : Jurnal Pendidikan Anak Volume 11 Issue 1 .
Pages 17-34 Bunayya : Jurnal Pendidikan Anak Volume 11 Issue 1 .
Pages 17-34 ISSN: 2460-4437.
E-ISSN 2549-3329 (Onlin.
DOI: http://dx.
org/10.
22373/bunayya.
THE USE OF THEMATIC DICTIONARIES AS A MEDIUM FOR EARLY
CHILDHOOD LANGUAGE DEVELOPMENT
Saptiani1.
Rita Mahriza2.
Meutia Rahmah3.
Fithriani4 1,2, 3Pendidikan Islam Anak Usia Dini IAIN Langsa 4Universitas Islam Negeri Ar-Raniry Banda Aceh Email: saptiani@iainlangsa.
id1, ritamahriza@iainlangsa.
id2, meutiarahmah@iainlangsa.
fithriani@ar-raniry.
Abstrak This study uses three-language thematic dictionaries (English.
Arabic, and Indonesia.
to examine how early childhood language development recognizes foreign vocabulary.
Classroom Action Research is applied in this study and is conducted in three cycles, with two sessions per cycle.
The study focuses on the child's ability to identify words in the themed dictionary.
Fourteen kindergarten students become the subject of the study.
Documentation and observation are used in the data-gathering process for this Thematic dictionaries are used in the learning process to introduce vocabulary while focusing on each theme through various learning strategies.
The study's findings were 33% for cycle I presentations, 75% for cycle II, and 94% for cycle i.
Thus, three-language thematic dictionaries (English.
Arabic, and Indonesia.
can help young children enhance their language skills.
Keywords: Thematic Dictionary.
Early Childhood.
Language Development Abstract Penelitian ini bertujuan untuk melihat bagaimana perkembangan bahasa anak usia dini dalam mengenal perbendaharaan kosa kata asing melalui penggunaan kamus tematik tiga bahasa (Indonesia.
Arab dan Inggri.
Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam tiga siklus pada setiap siklus terdiri dari 2 pertemuan.
Subjek dalam penelitian ini adalah 14 orang anak di Tk B Deresan Yogyakarta.
Objek penelitian adalah kemampuan anak mengenal kosakata yang ada didalam kamus tematik.
Dalam pengumpulan data pada penelitian ini dilakukan dengan observasi, dan dokumentasi.
Proses pembelajaran menggunakan kamus tematik dengan mengenalkan kosakata melalui pendekatan belajar sambil bermain pada setiap tema.
Hasil pada penelitian ini adalah pada siklus I presentasenya 33%, pada siklus II meningkat menjadi 75% dan untuk siklus i mencapai 94%.
Dengan demikian, penggunaan kamus tematik 3 bahasa (Indonesia.
Arab dan Inggri.
dapat menjadi media dalam mengembangkan bahasa untuk anak usia dini.
Kata Kunci: Kamus Tematik.
Anak Usia Dini.
Perkembangan Bahasa Corresponding author :
Email Address : saptiani@iainlangsa.
Received 24 Juli 2024.
Accepted 09 January 2025.
Published 10 January 2025 DOI: http://dx.
org/10.
22373/bunayya.
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Pages 17-34
INTRODUCTION
training program for children from birth to Early childhood is a golden age or crucial era characterized by rapid growth educational incentives to support physical and development A study by Baylor and spiritual growth and development.
College of Medicine revealed that 50 preparing the child for the next stage.
The percent of a person's cognitive ability is text refers to the Ministry of Education and developed by the age of four, and by the Culture Ministerial Regulation in2.
In line, end of early childhood at age eight.
a child's Shopia and Dadan childhood education is an effort to stimulate Early childhood education is a and encourage children from birth to six form of training that focuses on children years old, known as the Golden Age, by between the ages of 0 and 6.
Its purpose is to enhance children's development, such as support the child's physical and spiritual growth and development, preparing the child to move on to the next level.
Thus, the cognitive abilities, language skills, socio- primary responsibility of early childhood education teachers is to foster various coordination, and artistic talents.
According dimensions of child development in an to the Minister of Education and Culture Regulations, early childhood education is a comprehensible manner, utilizing a diverse well-being.
F Mustard.
AoEarly Child Development and Experience-Based Brain Development: The Scientific Underpinnings of the Importance of Early Child Development in a Globalized WorldAo.
The World Bank International Symposium on Early Child Development.
, 2006.
(Eds.
Shonkoff.
, & Phillips.
From Neurons to Neighborhoods: The Science of Early Childhood Development.
(National Academies Press.
, 2.
argued that early 2 (Kementrian Pendidikan Nasional RI Peraturan Menteri Pendidikan Dan Kebudayaan Republik Standar Nasional Pendidikan Anak Usia Dini No 137 Tahun 2014, n.
3 AoMedia Pembelajaran Untuk Anak Usia Dini Di Pendidikan Anak Usia DiniAo.
Jurnal Pendidikan Tambusai, 05.
, 1560Ae61.
DOI: http://dx.
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Pages 17-34 approaches that are centered around themes individuals and members of society to convey their emotions, ideas, and wishes 6.
Languages serve as a means of semester two.
Early childhood education as fostering communication, introducing new the educational process targeted towards words, and expanding a child's vocabulary children aged 0-64.
This process involves from a young age, with the goal of enabling providing a range of incentives to support them to effectively communicate within children's physical and spiritual growth and development, ensuring they are prepared language development encompasses the for the next stage of their education Comprehending Language development is a crucial specifically the capacity to utilize all human part of early childhood development, since language capabilities for the purpose of expressing and conveying language 7.
Early childhood language development refers to According the cognitive growth of a child, which is Indonesian language, language is defined as an unrestricted system of sound symbols written expression, influenced by the kid's that is used by members of a community to level of inventiveness.
An individual's collaborate, interact, and establish their language proficiency greatly depends on Language serves as a medium for the quality and quantity of their vocabulary.
4 R Sutari.
Pendidikan Anak Usia Dini: Konsep Dan Implementasi (Jakarta: Kencana, 2.
Saptiani Anizar Ahmad.
Konsep Dasar Pendidikan Anak Usia Dini (Naskah Aceh.
D Utami.
Model-Model Pendidikan Anak Usia Dini Di Indonesia.
(Bandung:
Alfabeta, 2.
Hadi.
Panduan Praktis Pendidikan Anak Usia Dini (Jakarta:
Prenadamedia Group, 2.
5 Wahyu Untara.
Kamus Bahasa Indonesia: Edisi Revisi.
Edisi Revi (Yogyakarta: Indonesia Tera, 2.
6 S Jamilah.
AoFungsi Bahasa Sebagai Alat Ekspresi Emosi Dan Aspirasi Dalam Masyarakat.
Ao.
Jurnal Komunikasi Dan Bahasa Indonesia, 15.
, 45-59.
H Soesilo.
Psikolinguistik:
Kajian Bahasa Dan Pikiran.
(Jakarta: Gramedia Pustaka Utama.
, 2.
Vivi Anggraini Indra Yeni.
Irdhan Epria.
Pengembangan Media Animasi Lagu Minangkabau (Padang: PACE, 7 Lilis Madyati.
Strategi Pengembangan Bahasa Pada Anak (Jakarta: Kencana, 2.
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Pages 17-34 An extensive and varied lexicon forms the young age by engaging in activities such as thoughts, concepts, and sentiments with This will help to cultivate accuracy and lucidity.
Studies have shown advanced language skills and guarantee throughout one's lifetime.
However, in determining their ability to understand reality, children are only introduced and written text, achieve success in academics, accustomed to communicating in their McKeown.
Kucan Beck, mother tongue .
ative languag.
from birth until they reach early childhood.
Language acquisition in early childhood has two correlation with an individual's language comprehension and production skills.
This second language acquisition.
First language is because vocabulary equips individuals acquisition, also known as the mother with the essential means to construct and tongue, occurs because children first learn decode intricate phrases and concepts.
in their environment, and their mother is addition.
Nagy and Townsend 9 emphasize that a strong vocabulary not only improves Meanwhile, second language acquisition is a foreign language, which children typically cognitive growth by promoting superior acquire through formal or non-formal problem-solving Therefore, it is crucial to invest in the development of vocabulary from a Bringing Words to Life: Robust Vocabulary Instruction (Guilford Press.
, 2.
9 D.
Nagy.
, & Townsend.
AoWords as Tools:
Learning Academic Vocabulary as Language AcquisitionAo.
Reading Research Quarterly, 47.
, 91-108.
According Education and Culture Ministers number 10 Saptiani.
AoPengembangan Media Pembelajaran Kamus Tematik Tiga Bahasa (Indonesia.
Arab.
Inggri.
Untuk Menstimulasi Kognitif Anak Usia Dini.
Ao.
Bunayya: Jurnal Pendidikan Anak.
, 100Ae118.
DOI: http://dx.
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Page | 20 Bunayya : Jurnal Pendidikan Anak Volume 11 Issue 1 .
Pages 17-34 137 of 2014, the language development of Early children is divided into three stages:
institutions employ a playful approach to comprehension of language, expression of learning, including media and enjoyable language, and proficiency.
The child has the The incorporation of media cognitive ability to comprehend and grasp aids in the effective delivery of knowledge the intended significance and objective of and learning content.
Learning media refers verbal communication from others.
This educational material and facilitates the comprehending explanations provided by a teacher, among other things.
Once the child stimulation and absorption of the given possess the ability to articulate it both Thematic dictionaries serve as a tool verbally and in written form.
This includes for teachers to teach children vocabulary in expressing their emotions, recounting the Indonesian.
Arabic, and English, with the goal of expanding their vocabulary.
This responding to inquiries, making simple trilingual Indonesian-Arabic and English statements, and utilizing drawing and thematic dictionary focuses on two themes scribbling to convey their imagination and Every child has the capacity to specifically the themes covered in the first acquire knowledge of the letters and sounds and second semesters.
The terminology of a language, as well as the ability to included in this themed dictionary differs assemble these letters into basic vocabulary.
from a general dictionary, which is typically For instance, a child may be familiar with sorted alphabetically.
Instead, this thematic the letters in their own name and the letter dictionary is structured around specific associated with the subject being taught on The theme dictionary contains a particular day, among others.
images and sizes in three languages:
Indonesian.
Arabic, and English.
These DOI: http://dx.
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Pages 17-34 images are presented in colorful visuals that Additionally, a study by Nikolopoulou 12 are tailored to the child's features and found that creative teaching media supports Teachers language development and literacy skills by providing interactive and engaging content comprehension of the offered material.
that stimulates children's curiosity and effective approach is to incorporate the use of media in the learning process.
Furthermore, creative teaching media The importance of creative teaching fosters social and emotional development.
media in early childhood education cannot Yeh.
Hung, and Hsu 13 highlight that group be overstated, as it plays a crucial role in enhancing the learning experience and encourage collaboration, communication, development of young children.
Creative and empathy among young learners.
The teaching media, such as interactive digital tools, hands-on materials, and multimedia resources, engage children in a variety of educators to tailor their teaching strategies sensory experiences that make learning to meet the diverse needs and abilities of more enjoyable and effective.
These media their students.
Then, creative media can cater to different learning styles, ensuring bridge the gap for children with different learning paces and preferences, ensuring Incorporating inclusive education for all14.
Furthermore, technology and creative media into early problem-solving, 11 R.
Rykenes.
, & Krumsvik.
AoThe Use of Digital Learning Tools in Kindergarten: An Affordance PerspectiveAo.
Nordic Journal of Digital Literacy, 16.
, 95-109.
AoMobile Digital Technology and PreschoolersAo LearningAo.
Early Childhood Education Journal, 6 .
, 1Ae9.
13 AoDigital Game-Based Learning for Improving Kindergarten ChildrenAos Cooperation SkillsAo.
Interactive Learning Environments, 28.
256Ae71.
14 E Loizou.
AoDifferentiated Instruction in Early Childhood Education through Digital MediaAo.
Education Information Technologies, 27.
, 77Ae93.
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Pages 17-34 Arsyad 15 contends that in order to foster and evaluating the outcomes of the action, inventive isolation, a teacher must employ repeating the process until effective and novel means, such as utilizing different efficient measures is identified.
Children greatly benefit from the incorporation of innovative media in their researchers in addressing the problem formulation by using thematic dictionary media to develop early childhood language.
Picture 1.
The Step of Classroom Action Research
METHODS
In measuring the impact of an action The study applied classroom action research (CAR), which examines how social events are studied while focusing on how the actions taken in response to those circumstances might be improved.
This understanding of the initial situation and propose measures to enhance the quality of the social situation, specifically within a classroom setting.
The research employs the class action study method, utilizing the research model developed by Kemmis and Mc.
Taggart16.
This model involves a continuous cycle of planning, taking action.
Media Pembelajaran (Jakarta: PT RajaGrafindo Persada.
, 2.
Sugiyono.
Metode Penelitian Kuantitatif (Bandung: Alfabeta, 2.
or treatment, the researcher first identifies the starting state or problem, referred to as the pre-action research.
Then, the researcher does research during the action, and finally, research after the action to assess the effects.
To provide greater clarity, the table will be presented as follows:
Reaserach Research Research After Before The During the The Action Action Action Knows:
Knows:
Knows:
Potentials Process Conditions Problems on Action Initial Participant Participants Conditions during action Action Action Plan Action impact: compare the conditions after action and before action DOI: http://dx.
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Pages 17-34 Data collecting techniques involve children, comprising of five males and nine the systematic process of observing and The pre-cycle yielded a 20% result, documenting information.
The data was indicating that 2 out of 14 children possess collected through a collaborative effort language learning ability.
between researchers and teachers.
The The study conducted a class action study focused on kid B II out of a total of 14 research, which comprised of three cycles, with each cycle consisting of two meetings.
The evaluated utilizing presentation methods.
Cycle Meeting First P= (F-N) x 100 Second Description:
P = percentage F= amount obtained First
Second
FINDINGS AND DISCUSSION
Before conducting the research, the i researchers had conducted observations First Second which revealed that the child's language development abilities needed to be fully The child demonstrated a lack of comprehension of commands, difficulty understanding of the underlying causes, likely due to a limited vocabulary.
The study was conducted on a sample of 14 Action Receptive Language Understand the described Understand the command Theme N= total number of children Indicators The reference mentioned by Arikunto 17 is as follows:
Theme/S Myself/ Parts of the Body Environ Family Member Land Animal/ Chicken Recreatio Occupati Police Plant/ Fruits Expressive Language Literacy Pronounce the letters on Tell related to the Identifies the letter based on the theme Write letters based on the theme Cycle I The first cycle's treatment or action comprises two meetings where children are 17 Metode Penelitian (Jakarta: Bumi Aksara, 2.
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Pages 17-34 exposed to vocabulary in Arabic and "mother-father-ather" .
, "yoer-sister" English on their themes, with sub-themes .
, "sister-sisters" .
, "older sister- about body parts and themes related to my neighborhood with sub-themes pertaining your-environment" .
, "grand-brother-in- .
dictionary media.
This activity is carried out in four phases, namely.
The planning phase is the first stage of this research.
During this phase, activities include preparing the Daily Lesson Plan on the theme of "self and my environment" with sub-themes of "parts of the body" and "family Additionally, preparations, such as letter cards and icebreakers on the topic of "me and my environment", with sub-themes of "parts of the body" and "the family," are also made.
Action: during this stage, the child is taught the vocabulary found in the threelanguage thematic dictionary (Indonesian.
Arabic, and Englis.
related to the themes of "self-self" and "my environment.
" The specific vocabulary introduced includes words such as "mout-mounth" .
, "head-head-foot" .
, "body-nape" .
, "tarm-tangan" .
, and "rha-hair" .
for the "self-self" theme.
For the "my The researchers collaborated with the teacher to introduce vocabulary into the singing method.
Then, the child was instructed to demonstrate the body parts indicated by the researcher and teacher to Additionally, the child was asked to pronounce vowel sounds related to their own self and environment and to share DOI: http://dx.
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Pages 17-34 their experiences on the topic under study U".
The obtained result for this task was Finally, the child was asked to Reflection, upon reflecting on the sound out the words "M A T A" and "I B U" results of the initial cycle action, it was found that 33% of the children were already However.
Observation, during this stage, the pronunciation stage, it was observed that researcher carries out an action or task some children were still not attentive where they observe the child's language instructions regarding the letters mentioned This is done by asking the child to identify by the researcher and teacher.
Furthermore, body parts mentioned by researchers and during the language development stage, the teachers and referring to pictures of family child did not respond to the teacher's members provided by the teacher.
A three- request to name the letters shown and language thematic dictionary is used for this purpose.
36% of the children have express their experiences related to the already achieved linguistic comprehension.
given theme.
Furthermore, the child's lack of capacity to differentiate between the researchers and teachers instructed the kid letters offered in the theme hinders their to identify words related to the theme "self ability to construct words.
The recorded data is presented in Table I.
Indonesian.
Arabic, and English.
Additionally, the child was requested to share their personal experience with "M A T A and I B U".
The language proficiency scores obtained were Tabel I.
Presentation of Child To assess the child's equivalency skills.
Language Development in Cycle I the researcher and teacher instructed the Competence Indicators child to recite the words "m A T a and I b DOI: http://dx.
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Pages 17-34 Receptive Language Understand the described Understand the command on each theme Pronounce the letters on the theme Tell the experiences related to the topics Identifies the letter based on the theme through various activities Write the letters based on the theme.
Expressive Language Literacy English specifically land animals, and modes of transportation, including play-based The linguistic development of youngsters was observed and recorded using thematic dictionaries.
Basically, action research is a study conducted with several actions to improve a pattern, rule, strategy, method, or concept in a program to achieve better results than before 18.
The approach taken for cycle II is to address the shortcomings identified in cycle Cycle II has two sessions that aim to land vehicles.
as a learning tool.
This action is conducted in four distinct stages, which are:
Planning, during the planning step, transportation, with subtopics focusing on terrestrial creatures and vehicles.
The task was to illustrate the terms "chicken" and "car" using letters while also reciting stories about his experiences riding a "car" and responding to commands to ring the chicken voice and observe the automobile Action, during the implementation phase, the teacher introduced vocabulary related to land animals in Indonesian.
Cycle II researchers create a daily lesson plan was formulated during the second phase by These sessions utilize a thematic dictionary Consequently, a strategy for enhancement Arabic 18 Wanda Nugroho Yanuarto and others.
Penelitian Tindakan Kelas Panduan Lengkap Dan Praktis.
Diterbitkan Oleh Penerbit Adab CV.
Adanu Abimata, 2021.
Arabic, and English.
The words included .
yam Ae .
erbau Ae .
ambing Ae goa.
nta Ae came.
elinci Ae rabbi.
ucing Ae ca.
uda Ae hors.
and the vocabulary of land vehicle subtheme are .
obil Ae ca.
epeda motor Ae motorcycl.
epeda Ae bicycl.
ecak Ae pedica.
aksi Ae tax.
ereta api -trai.
us DOI: http://dx.
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Pages 17-34 - bu.
okar- car.
Here are pictures were asked to draw lines corresponding to and vocabulary on the theme "Land animals the pictures to measure their character and land vehicles":
recognition skills.
According to research by Neuman and Roskos 19, word wall can help children develop phonemic awareness and word recognition, that is important in the Furthermore, a study combining word walls with interactive activities, such as word improve children's literacy 20.
Researchers worked with teachers to incorporate vocabulary Children play-based display animal pictures, as the researchers and teachers requested, to assess their Additionally, the children were prompted to pronounce animal-related words and share their experiences related to the topic under study to evaluate their language expression abilities.
Finally, the children 19 AoBuilding the Foundation for Literacy: Effective Early Literacy PracticesAo.
Early Childhood Education Journal, 49.
, 49.
, 123-135.
20 P.
M Cunningham.
AoThe TeacherAos Guide to the Four BlocksAo, in Eaching Children to Read, 5th editio (Allyn & Bacon.
, 2.
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Pages 17-34 Observation, during this stage, the child displayed high enthusiasm while articulating their experience about the observing images related to animals and offered theme, as observed on the display of recreation in the thematic dictionary.
The purpose of this observation was to assess researcher/teacher's instructions, the child the child's ability to comprehend the can respond but is still influenced by the language of play by correctly identifying foreign language.
However, when it comes the images mentioned by the researchers.
to expressing themselves in the language.
The child demonstrated a passionate and the child does not follow the instructions pleasurable engagement with this activity, given by the teacher to mention specific achieving a presentation score of 77%.
Subsequently, the researcher requested the According Additionally, the child needs more child to identify figures related to animals and recreation and imitate various animal related to the given topic and their capacity sounds, such as those of a chicken, crab, and to differentiate between visuals and words.
Additionally, the child was asked to They are enhancing the child's creative share their experience of riding on land abilities by incorporating more engaging play-based expression skills.
The achieved presentation learning approach.
The data on the child's value for this exercise is 61%.
To measure language development in cycle II, obtained equivalency, the kid was asked to hold the pencil correctly and draw a line on each documented in Table 2.
word corresponding to the picture.
The resulting presentation value is 87%.
Reflection, upon reflecting on the results of cycle action II, it is evident that the child has achieved an accuracy score of However, it is worth noting that the DOI: http://dx.
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Pages 17-34 Tabel 2.
Presentation of Child according to items, stating one's preferred Language Development in Cycle II fruit, expressing desired aspirations or Indicators Cycle vocations as an adult, and coloring the Understand the described Understand the command on each theme Pronounce the letters on the theme corresponding words in the picture.
Tell the experiences related to the topics Identifies the letter based on the theme through various activities Write the letters based on the theme.
Competence Receptive Language Expressive Language Literacy During the implementation phase, the teacher introduces vocabulary related to the sub-theme of professions in Indonesian.
Arabic, and English.
This includes words like doctor, farmer, soldier, pilot, police, and trader.
Additionally, vocabulary related to plants such as pineapple, banana, orange, mango, grape, apple, strawberry, papaya, and durian is also taught.
Below are images Cycle i and terminology related to "occupations In cycle i, children are invited to and plants":
become familiar with Arabic and English
vocabulary related to the sub-themes of PROFESSIONS
PLANTS,
include Police and Fruit, by using thematic dictionary media.
This cycle i treatment or identified in cycle II.
This activity consists of four stages.
The first is planning, where researchers initially develop a daily lesson plan focusing on professions and plants, with subtopics on police and fruits.
This DOI: http://dx.
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Pages 17-34 At the observation stage, the child is response showed significant development when the researcher/teacher asked the child to classify the word based on the media and languages.
View images related In terms of language expression, the to professions and plants in specialized child is already capable of recounting dictionaries to assess a child's language experiences and expressing ideas guided by the teacher, and this ability is developing encouraged to group words based on the Furthermore, the child has already Researchers correctly colored the picture according to conducted this activity with enthusiasm the word, demonstrating excellence.
The and pleasure, resulting in a success rate of observations of variations in language Following this, the researcher narrates development among children in each cycle stories about using thematic dictionaries are documented The fruits and prompts the children to share their experiences with in table 3.
Table 3.
Presentation of Child Language Development in Cycle I.
II, and i Compete Indicators Cycl Cycl Cycl e II e i Receptive Understand Language the described Understand command on each theme Expressiv Pronounce the letters on Language the theme Tell the 29% related to the Literacy Identifies the 25% letter based on the theme Finally, encouraged to express their thoughts and As an adult, the acquired value in equivalency by instructing a kid to color pictures of objects while naming them, focusing on the themes of professions and The presentation is 96%.
Based on the outcomes of cycle i, reflection yielded a language development expression, and literacy skills.
The child's DOI: http://dx.
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Pages 17-34 Write letters based Total thematic dictionary of three languages (Indonesia.
Arabic, and Englis.
and adding the child's vocabulary can improve the child's language development in the phases Based language development in cycles I.
II, and i Cycle language, and equivalence.
CONCLUSION
sphere obtained a presentation value of Thematic dictionaries in Indonesian, 36%, then in Cycle II, 87.
5%, and Cycle i, it Arabic, and English have emerged as an And expressing language in Cyclus I obtained a The observed improvement in presentation value of 30.
5%, in Cycle II is 61% and for Cycle i is 89%, and for the scope of equivalence in Cyclus I obtained a development in children aged 5-6 years by rating of 32%, and in Cyclus II 87% and for fostering their comprehension, expression, cycles i reaches a score of 98%.
Based on the above data results, implementing the DOI: http://dx.
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