Pelatihan “Action” untuk Meningkatkan Keterampilan  Stimulasi Literasi pada Guru TK

Zahra Santika Utari; Wisjnu Martani

doi:10.22146/gamajpp.44083

Pelatihan “Action” untuk Meningkatkan Keterampilan Stimulasi Literasi pada Guru TK

Zahra Santika Utari, Wisjnu Martani

(Submitted 11 March 2019)

(Published 11 March 2019)

Abstract

This study aims at examining the influence of “ACTION” training on improvement of kindergarten teachers’ skills of literacy stimulation. “ACTION” training is training provided for teachers as scaffolder by using activities of sociodrama to improve literacy stimulation skills. The design employed in this study is untreated group control design with dependent pretest and posttest samples. The subjects of the research are 18 kindergarten teachers (9 teachers in the experimental group and 9 teachers in the control group). The research instruments used are the “ACTION” training module, observation guide for literacy stimulation skills, knowledge test of literacy stimulation, and knowledge test sociodrama activity. The statistical test uses the Mann-Whitney U Test. The results of the study show that stimulation literacy skills are significantly higher in the experimental group than in the control group (U = 0,000; p < 0,05). This study concludes that “ACTION” training can improve kindergarten teachers’ skills in literacy stimulation.

Keywords

guru TK; stimulasi literasi; bermain sosiodrama

Full Text: PDF

DOI: 10.22146/gamajpp.44083

References

Banerjee, R,. Alsalman, A., & Alqafari, S. (2016). Supporting sociodramatic play in preschools to promote language and literacy skills of english language learners. Early Childhood Educational Journal, 44, 299-305. doi: 10.1007/s10643-015-0715-4

Bodrova, E. & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood. New Jersey: Pearson Education Inc.

Browne, A. (2001). Developing language and literacy 3-8 2nd edition. London: SAGE Publications. Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs. United State of America: NAEYC Book.

Engin, M. (2014). Macro-scaffolding: Contextual support for teacher learning. Australian Journal of Teacher Education, 39, 26-40. doi: 10.14221/ajte.2014v39n5.6

Fani, T. & Ghaemi, F. (2011). Implications of Vygotsky’s Zone of Proximal Development (ZPD) in teacher education: ZPTD and self-scaffolding. Procedia Social and Behavioral Science, 29, 1549-1554. doi: 10.1016/j.sbspro.2011.11.396

Fritz, C. O., Morris, P. E., & Richler, J. J. (2012). Effect size estimates: Current use, calculations, and interpretation. Journal of Experimental Psychology, 141, 12-18. doi: 10.1037/a0024338

Gmitrova, V. (2013). Teaching to play performing a main role-effective method of pretend play facilitation in preschool-age children. Early Child Development and Care, 11, 1705-1719. doi: 10.1080/03004430.2012.746 970

Goldstein, H. (2011). Knowing what to teach provides a roadmap for early literacy intervention. Journal of Early Intervention, 33(4), 268-280.

Howwit, D. & Cramer, D. (2011). Introduction to statistic in psychology. Essex: Pearson Education Ltd.

Justice, L. M, Mashburn, A., Pence, K. L., Wiggins, A. (2008). Experimental evaluation of a preschool language curriculum: Influence on children’s expressive language skill. Journal of Speech, Language, and Hearing Research, 51, 938-100. doi: 10.1044/1092-4388(2008/072)

Morrow, L. M. (2007). Developing literacy in preschool. New York: The Guilford Press.

Pence, K. L., Justice, L. M., Wiggins, A. K. (2008). Preschool teachers fidelity in implementing a comprehensive language-rich curriculum. Language, Speech, and Hearing in School, 39, 329-341. doi: 10.1044/0161-1461(2008/031)

Roskos, K. A. & Christie, J. F. (2013). Gaining ground in understanding the play-literacy relationship. American Journal of Play, 6(1), 82-97.

Roskos, K. & Christie J. (2011). The play-literacy nexus and the importance of evidence-based technique in the classroom. American Journal of Play, 4(2), 204-224

Saracho, O. N. (2004). Supporting literacy-related play: Roles for teachers of young children. Day Care and Early Education 31(3), 201-206

Schachter, R. E., Spear, C. F., Piata, S. B, Justice, L. M, & Logan, J. A. R. (2016). Early childhood educators knowledge, beliefs, education, experiences, and children’s language and literacy learning opportunities: What is the connection. Early Childhood Research Quarterly, 36, 281-294. doi: 10.1016/j.ecresq.2016.01.008

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky’s zone of proximal development: Instructional implications and teacher’s professional development. English Language Teaching, 3(4), 237-248.

Shadish, W. R, Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental design for generalized causal inference. New York: Houghton Mifflin Company.

Sugiyanto. (2009). Manipulasi: karakteristik eksperimen. Buletin Psikologi. 17(2), 98-108. Trawick-Smit, J. & Dziurgot, T. (2011). ‘Good-fit’ teacher-child play interventions and subsequent autonomous play of preschool children, Early Childhood Research Quarterly, 26, 110-123. doi: 10.1016/j.ecresq.2010.04.005

Turnbull, K. P., Anthony, A. B., Justice, L., Bowles, R. (2009). Preschoolers exposure to language stimulation in classrooms serving at-risk children: The contribution of group size and activity context. Early Education and Development, 20(1), 53-79. doi: 10.1080/ 10409280802206 601

Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: Decade of research. Educational Psychology Review, 22(3), 271-296. doi: 10.1007/s10648-010-9127-6

Vygotsky, L. S. (1978). Mind in society the development of higher psychological processes. United States of America: President and Fellows of Harvard College.

Warford, M. K. (2011). The zone of proximal teacher development. Teaching and Teacher Education, 21, 252-258. doi: 10.1016/j.tate.2010.08. 008

Wasik, B. A. (2010). What teacher can do to promote preschoolers vocabulary development: stategies from an effective language and literacy professional development coaching model. The Reading Teacher, 63(8), 621-633. doi: 10.1598/RT.63.8.1

Whitehead, M. R. (2007). Developing language and literacy with young children 3th ed. London: SAGE Publication Company.

Refbacks

There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.