ABSTRAK

MENINGKATKAN KEMAMPUAN BERBICARA ANAK USIA 3-4 TAHUN MELALUI KEGIATAN BERCERITA MENGGUNAKAN  BONEKA TANGAN 

DI PPT PERMATA BUNDA SURABAYA

ABSTRACT

IMPROVING SPEAKING SKILLS OF CHILDREN AGED 3–4 YEARS THROUGH STORYTELLING ACTIVITIES USING HAND PUPPETS AT PPT PERMATA BUNDA SURABAYA

Penelitian ini bertujuan untuk meningkatkan kemampuan berbicara anak usia 3–4 tahun melalui kegiatan bercerita menggunakan boneka tangan di PPT Permata Bunda Surabaya. Banyak anak masih mengalami kesulitan berbicara, seperti kurangnya kosa kata, belum bisa menyusun kalimat sederhana, dan kurang percaya diri. Penelitian dilakukan dengan metode Penelitian Tindakan Kelas (PTK) dalam dua siklus, yang mencakup tahap perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan kemampuan berbicara anak setelah kegiatan bercerita dengan boneka tangan. Rata-rata kemampuan anak meningkat dari 57% pada pra siklus, menjadi 62% pada siklus I, dan mencapai 81% pada siklus II. Anak menjadi lebih aktif berbicara, mampu menyusun kalimat sederhana, dan lebih percaya diri saat berbicara di depan guru dan teman. Kesimpulannya, kegiatan bercerita menggunakan boneka tangan efektif untuk meningkatkan kemampuan berbicara anak usia dini. Disarankan agar guru menggunakan boneka tangan secara rutin untuk mendukung perkembangan bahasa anak.

Kata Kunci: kemampuan berbicara, bercerita, boneka tangan, anak usia dini

This study aims to enhance the speaking skills of children aged 3–4 years through storytelling activities using hand puppets at PPT Permata Bunda Surabaya. Speaking ability is a crucial aspect of early childhood language development; however, many children still face challenges such as limited vocabulary, difficulty constructing simple sentences, and low self-confidence in verbal communication. This research employed a Classroom Action Research (CAR) design, implemented in two cycles consisting of the stages of planning, implementation, observation, and reflection. Data were collected through observation, interviews, and documentation. The findings indicate a gradual and significant improvement in children’s speaking skills following the implementation of storytelling activities with hand puppets. The average score of speaking ability increased from 57% in the pre-cycle to 62% in the first cycle, and further improved to 81% in the second cycle. Children demonstrated increased verbal engagement, improved sentence formation, and greater confidence when speaking in front of teachers and peers. In conclusion, storytelling using hand puppets proves to be an effective pedagogical strategy for developing early childhood speaking skills. It is recommended that educators incorporate hand puppets regularly into learning activities to support language development in young children.

Keywords: speaking skills, storytelling, hand puppets, early childhood education