Peningkatan Kemampuan Literasi Awal Anak Prasekolah Melalui Program Stimulasi

Widyaning Hapsari, Lisnawati Ruhaena, Wiwien Dinar Pratisti


Stimulation program is a treatment by providing literacy packages containing guidebooks literacy activities, media literacy in children and socialization for mothers. The purpose of this study was to test the effectiveness of the stimulation program to improve literacy skills in preschoolers. The proposed hypothesis that stimulation literacy program effective in improving early literacy skills in preschool children. This research method using a quasi-experimental design with the non-equivalent control group. Subjects were 30 children aged 3-5 years were divided into an experimental group and a control group. Based on the analysis by the non-parametric statistical test Mann-Whitney U, it was known that there were differences increase early literacy skills in the experimental group and control group. Qualitative analysis showed an increase in the literacy skills by observing changes in the measurement results. Results from this study are important as a new study in finding alternative methods of stimulating preschool children.

Abstrak : Program stimulasi merupakan perlakuan dengan memberikan paket literasi berisi buku panduan aktivitas dan satu set media literasi pada anak serta sosialisasi untuk ibu. Tujuan penelitian untuk menguji efektivitas program stimulasi dalam meningkatkan kemampuan literasi pada anak prasekolah. Hipotesis yang diajukan yaituprogram stimulasi literasi efektif dalam meningkatkan kemampuan literasi awal pada anak prasekolah. Metode yang digunakan yaitu quasi experiment dengan desain non-equivalent control group. Subjek merupakan 30 anak usia 3-5 tahun yang terbagi menjadi kelompok eksperimen dan kontrol. Berdasarkan hasil analisis dengan uji statistik non-parametrik Mann-Whitney U, diketahui bahwa terdapat perbedaan peningkatan kemampuan literasi awal pada kelompok eksperimen dengan kelompok kontrol. Analisis kualitatif menunjukan peningkatan kemampuan literasi dengan mengamati perubahan hasil pengukuran. Hasil penelitian ini penting sebagai kajian baru dalam menemukan alternatif metode stimulasi anak prasekolah.


Aram, D., Most, T., Mayafit, H. (2006). Contribution of mother-child story­book telling and joint writing to literacy development in kinder­garteners with hearing loss. Language, Speech, and Hearing Services in School, 37(1), 209-223.

Burgess,S. R, Hecht A. S., & Lonigan, C. J. (2002). Relation of the home literacy environtment (HLE) to the development of reading-related abilities: a one-year longitudinal study. Reading Research Quarterly, 37(4), 408-426.

Fantuzzo, J. W., Perry, M. A., & McDermott, P. (2004). Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children. School Psychology Quarterly, 19(I), 212–230.

Farida, E. (2002). Kemampuan bahasa Taman Kanak-Kanak. Jurnal Psikologi Pendidikan. Bandung : FIP UPI

Hoff, E. (2005). Language development. Belmont, CA : Wodswooth Learning.

 Justice L.,M., & Kaderavek, J. (2002). Using shared storybook reading to promote emergent literacy, Teaching Exceptional Children, 34(4), 8-13

 Lynch, J., Anderson, J., Anderson A., & Shapiro J. (2006). Parent’s beliefs about young children’s literacy development and parent’s literacy behaviors. Reading Psychology,27, 1-20. doi:10.1080/02702710500468708.

 Raikes, H., Luze, G., Brooks-Gunn, J., Raikes, H. A., Pan, B. A., & Tamis-LeMonda, C.S., (2006). Mother Child book reading in low income families: Correlates and outcomes during the first three years of life. Child Development, 77(4), 924-953.

Ruhaena, L. (2013). Proses pencapaian kemampuan literasi dasar anak prasekolah dan dukungan faktor-faktor dalam keluarga. Universitas Muhammadiyah Surakarta

 Rusijono. (2007). Pengembangan model evaluasi kebijakan kegiatan belajar mengajar di Taman kanak-Kanak. Jurnal Penelitian dan Evaluasi Pendidikan, Nomor 1, tahun IX, 2007.

 Senechal, M., & Young, L. (2008). The effect of family literacy intervention on children’s acquisition of reading from kindergarten to grade 3: A meta analytic review. Review of Educational Research, 78(4), 880-907

 Stephenson, K. A., Parilla. R. K., Georgiou, G. K., & Kirby, J. R. (2008) Effects of home literacy, parent’s beliefs and children’s task-focused behaviour on emergent literacy and word reading skills. Scientific Studies of Reading, 12(1), 24-50. doi: 10.1080/10888430701746864

 Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (2000). Comprehensive Test of Phonological Processing. Austin, TX: PRO-ED.

 Whitehurst, G. J. & Lonigan, C. J. (2001). Emergent literacy: Development from prereaders to reader. Dalam S. B. Neuman & Dickinson (eds), Handbook of early literacy research (pp. 11-28). New York: Guilford Press

Full Text: PDF

DOI: 10.22146/jpsi.16929


  • There are currently no refbacks.

Copyright (c) 2017 Jurnal Psikologi

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