Card-Venture: Menjadikan Aktivitas Membaca Lebih Menyenangkan dengan Kartu Gambar Kata pada Anak Kelompok A di TK Arrahman

Abstract

This study was motivated by the low early reading skills of Group A children at Arrahman Kindergarten. Initial assessments revealed that some children struggled to recognize letters, distinguish between similar-looking letters, and associate words with images. The study aimed to improve early reading skills through the use of picture-word cards. A Classroom Action Research (CAR) design was employed, conducted over two cycles; each cycle comprised the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 15 Group A children at Arrahman Kindergarten. Data were collected through observation, performance assessments of early reading skills, and documentation. Success was defined as at least 75% of the children achieving the "Developing as Expected" (BSH) or "Developing Very Well" (BSB) category. The results showed that the class mastery rate increased from 20% in the pre-action phase to 40% in Cycle I and 86.67% in Cycle II. The implication of this study indicates that picture-word cards are not only effective in enhancing early reading skills but also provide a practical contribution for early childhood teachers in selecting and using early literacy instructional media that suit the characteristics of young children. Thus, picture-word cards can serve as an alternative instructional tool to help teachers create joyful, meaningful, and child-centered reading activities