Increasing Reading Interest in Children Aged 5-6 Years with Storytelling Method at Melati Simokerto Kindergarten

Penelitian ini berujuan untuk mengetahui seberapa besar peningkatan minat baca anak usai 5-6 tahun melalui penerapan metode bercerita (storyteliing) di TK Melati Simokerto. Penelitian ini menggunakan pendekatan PTK yang dilaksanakan dalam dua siklus . Setiap siklus terdiri dari perencanaan, pelaksanaan, observasi dan refleksi.Subjek dalam penelitian adalah anak kelomok B yang berjumlah 13 anak. Data diperoleh melalui observasi aktivitas anak selama kegiatan bercerita, catatan lapangan dan dokumentasi. Pada siklus I, ,minat baca anak masih tergolong awal; anak mulai tertarik mendengarkan cerita dan mengenali tokoh namun belum semua anak terlibat aktif. Pada siklus II setelah dilakukan perbaikan dengan memeberikan kebebasan pada anak saat menentukan buku cerita yang akan dibacakan dengan kesepakatan bersama terjadi peningkatan yang signifikan. Anak menunjukkan perhatian yang lebih baik , aktif menjawab pertanyaan serta mampu menceritakan kembali isi cerita. Perubahan yang terlihat mencakup meningkatnya kemampuan menyimak, pemahaman isi cerita serta munculnya minat untuk membaca buku secara mandiri. Temuan penting dalam penelitian ini adalah bahwa jika anak diberikan kebebasan dalam memilih buku cerita sendiri dengan kesepakatan bersama mampu menumbuhkan  minat baca anak. Implikasi dari penelitian ini menunjukkan bahwa storytelling dapat dijadikan strategi pembelajaran yang menyenangkan dan bermakna dalam menumbuhkan budaya literasi anak sejak usia dini.

Kata kunci: Minat baca, Storytelling,Anak Usia Dini,  Penelitian Tindakan Kelas, TK Melati Simokerto

This research aims to determine the extent of the increase in reading interest of 5-6 year old children through the application of the storytelling method at Melati Simokerto Kindergarten. This research uses a Classroom Action Research (CAR) approach which was carried out in two cycles. Each cycle consisted of planning, implementation, observation, and reflection. The subjects in this study were children in group B, totaling 13 children. Data was obtained through observation of children's activities during storytelling activities, field notes, and documentation. In the first cycle, children's reading interest was still categorized as initial; children began to be interested in listening to stories and recognizing characters, but not all children were actively involved. In the second cycle, after improvements were made by giving children the freedom to choose the storybook to be read with mutual agreement, a significant increase occurred. Children showed better attention, actively answered questions, and were able to retell the content of the story. Visible changes included increased listening skills, understanding of story content, and the emergence of an interest in reading books independently. An important finding in this research is that if children are given the freedom to choose their own storybooks with mutual agreement, it can foster children's reading interest. The implications of this research indicate that storytelling can be used as a fun and meaningful learning strategy in fostering a culture of literacy in early childhood.

Keywords: Reading Interest, Storytelling, Early Childhood, Classroom Action Research, Melati Simokerto Kindergarten