The Influence of Literacy and Read Aloud Activities on the Early Childhood Education Students’ Receptive Language Skills

Amin Yusuf,Lely Diah Eko Priyantini

doi:10.15294/jpe.v9i3.39216

Amin Yusuf, Lely Diah Eko Priyantini

Open Access

https://doi.org/10.15294/jpe.v9i3.39216

Copy DOI

Abstract

Stimulation on language development aspects is greatly needed since humans’ life may not be separated from language use and acquisition. This research aims at examining the influence of literacy and read aloud activities on the early childhood education students’ receptive language skills. This research is a correlational quantitative study conducted with a survey approach. The research population was the students of Early Childhood Education Institutions in South Purwokerto District, Banyumas Regency. There were 54 Early Childhood Education Institutions in South Purwokerto District divided into 7 groups/clusters. The sampling of this research was conducted by using the Slovin’s formula with the total samples of 115 students of Early Childhood Education Institutions. The data was collected through observation and then descriptively analyzed in percentages using multiple regression analysis supported with SPSS 23.0. The research results showed that literacy activities influenced the Early Childhood Education students’ receptive language skills with the t-count value of 6.620 at the significance of 0.000. Read aloud activities also influenced the Early Childhood Education students’ receptive language skills with the t-count value of 8.066 at the significance of 0.000. Literacy and read aloud activities significantly influenced the Early Childhood Education students’ receptive language skills with the f-count value of 70.386 at the significance of 0.000 and the total influence of 55.5%. Thus, it is suggested that literacy and read aloud activities should be continuously made to improve the Early Childhood Education students’ receptive language skills.

Highlights

One important aspect in the early childhood education students to stimulate is that related to language development
The language development achievement levels of children aged 4-6 years old are divided into 3 parts: understanding language, expressing language, and literacy (Nasional, 2009)
A survey research was conducted to know certain perceptions, attitudes, and behaviors as well as to examine the existing facts and those previously conducted by the research subjects to obtain the data scales of receptive language skill, literacy activity, and read aloud

Summary

Introduction

One important aspect in the early childhood education students to stimulate is that related to language development. Childhood language education is greatly important to develop the cognitive and learning skills which significantly influence their simultaneous education (Hasanah, 2018). Language skills should be developed since early childhood (Kurnia et al, 2015). Stimulation to the aspect of language development is greatly required as the humans’ life may not be separated from language use and acquisition. The language development achievement levels of children aged 4-6 years old are divided into 3 parts: understanding language, expressing language, and literacy (Nasional, 2009). Language is a result of culture which should be learned and taught. The culture of a country may be supervised, developed, and passed down to the generations

Objectives

Methods

Results

Conclusion