Lely Diah Eko Priyantini, 0103515037 (2020) PENGARUH KEGIATAN LITERASI DAN READ ALOUD TERHADAP KETERAMPILAN BAHASA RESEPTIF ANAK USIA DINI. Masters thesis, UNNES.

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Abstract

One of the skills that plays an important role in children's language development is receptive language skills. Ideally a child gets stimulation so that the child's receptive language development can develop. However, during this time the stimulation of receptive language development in children is still rarely done. The improvement of children's receptive language skills is influenced by intervention from parents and teachers, which can be done through literacy activities and read aloud. This study aims to analyze the effect of literacy and read aloud activities on receptive language skills in early childhood. The sample in this study amounted to 138 early childhood, who came from 4 schools in Purwokerto, namely TK Diponegoro 173, TK Aisyiyah XV, dan TK Al Irsyad Purwokerto, PAUD Wadas Kelir. The sample involved in this study was willing and obtained approval from parents and teachers to be involved in this study. The sampling technique uses cluster random sampling. Scores for children's receptive language skills, literacy activities, and read aloud are obtained through observation. Data analysis using regression analysis with the help of SPSS 23.0 for windows. The results showed that literacy and read aloud activities had an influence on receptive language skills. The effect of literacy activities on receptive language skills is 24.50%. The effect of read aloud activities on receptive language skills is 32.49%. Literacy activities are carried out so that children have the ability to use written and oral information. Meanwhile, read aloud activities can attract the attention of children so that children can listen to information well. Children who have receptive language skills are able to understand information both written and oral. The better the implementation of literacy activities and the better the implementation of read aloud, the better the receptive language skills of early childhood

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