5-6岁儿童阅读导入理念的效果研究

Tusifa Juwita, Neneng Tasu’ah
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Sampling technique is using Cluster Sampling with 5th Masyitoh Margasari Kindergarten as the experimental group and Karang Asem Masyitoh Kindergarten as the control group. Homogeneity test (F) showing if test score of the control group and the experimental group has variance difference. Acquired F significant score as big as 0,666. Because the significant score > 0,05; they are 0,666 > 0,005; so H0 is refused. Hypothesis test using t-test estimate (Independent sample t-test) and acquired score as big as 13,599 with ttable score as big as 2,390. Because tcount score > ttable score, they are 13,599 > 2,390; so H0 is refused. That show if there are difference on average test score of introducing of reading concept for kids age 5-6 years old. The conclusion that acquired from this research is there are significant influence by using of alphabet beads board as media for introducing of reading concept on experimental group. 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引用次数: 3

摘要

阅读概念的引入是对字母符号阅读的早期引入所做的一些单词的引入过程。幼儿阅读研究是为阅读准备做准备的一件重要的事情,因为这是孩子们为阅读做准备的机会。介绍儿童阅读概念的方法之一是使用有吸引力的游戏和活动,如字母珠板。本研究的目的是为了发现字母珠板在5-6岁儿童阅读概念引入中的有效性(在泰加尔县玛西伊托V玛格萨里幼儿园的实验研究,玛格萨里区,玛格萨里)。本研究采用准实验方法与静态组比较。抽样方法是采用整群抽样的方法,以第5 Masyitoh Margasari幼儿园为实验组,Karang Asem Masyitoh幼儿园为对照组。同质性检验(F)显示对照组和实验组的测试成绩是否有方差差异。获得F显著性得分高达0.666。因为显著性得分> 0.05;它们是0,666 > 0,005;所以H0被拒绝。假设检验采用t检验估计(独立样本t检验),所得得分高达13599,可表得分高达2390。因为计数分数>可表分数,它们是13599 > 2390;所以H0被拒绝。这显示了5-6岁儿童阅读概念引入的平均测试成绩是否存在差异。本研究得出的结论是,使用字母珠板作为媒介对实验组的阅读概念引入有显著的影响。本研究的意义在于,字母珠板是否能有效地作为幼儿园5-6岁幼儿阅读概念导入的媒介。研究人员建议,我们是否应该通过应用和发展有趣、简单、容易的媒体,以及一些变化和创新的活动,来给儿童早期的个人环境提供适当的学习过程。如何引用juwita, T., & Tasu 'ah, N.(2015)。5-6岁儿童阅读导入理念的效果研究。幼儿教育研究,4(1),46-50。doi: 10.15294 / ijeces.v4i1.9453
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Bead Board Letter Media Effectiveness as The Introduction Concept of Reading in Children Aged 5-6 Years
Introducing of reading concept is a process for introducing some words that doing by early introducing on alphabet symbol reading. A study of reading for early childhood is an important thing as preparation for reading readiness because it is the chance for kids as preparation for reading. One of the methods that given for introducing reading concept for kids is using attractive games and activities, such as alphabet beads board. The purpose of this research is for discover the effectivity of alphabet beads board as introducing of reading concept for kids age 5-6 years old (Experimental Research In Masyitoh V Margasari Kindergarten, Margasari District, Tegal County). This research using method Quasi-Experiment with The Static Group Comparison. Sampling technique is using Cluster Sampling with 5th Masyitoh Margasari Kindergarten as the experimental group and Karang Asem Masyitoh Kindergarten as the control group. Homogeneity test (F) showing if test score of the control group and the experimental group has variance difference. Acquired F significant score as big as 0,666. Because the significant score > 0,05; they are 0,666 > 0,005; so H0 is refused. Hypothesis test using t-test estimate (Independent sample t-test) and acquired score as big as 13,599 with ttable score as big as 2,390. Because tcount score > ttable score, they are 13,599 > 2,390; so H0 is refused. That show if there are difference on average test score of introducing of reading concept for kids age 5-6 years old. The conclusion that acquired from this research is there are significant influence by using of alphabet beads board as media for introducing of reading concept on experimental group. The meaning of this research if the using of alphabet beads board is effective as media for introducing of reading concept for kindergarten kids age 5-6 years old. Researcher suggests if we should be give learning process that proper with the personal context of early childhood by using applying and developing for enjoyable, simple, and easy media with some variation and innovative activities.How to citeJuwita, T., & Tasu’ah, N. (2015). Bead Board Letter Media Effectiveness as The Introduction Concept of Reading in Children Aged 5-6 Years. Indonesian Journal Of Early Childhood Education Studies, 4(1), 46-50. doi:10.15294/ijeces.v4i1.9453
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