Abstract
Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development.
 Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods
Highlights
One of the most common challenges over the childhood years was language deficits and difficulties
This study aims to improve children's language skills through the application of mind mapping learning methods
The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%
Summary
One of the most common challenges over the childhood years was language deficits and difficulties. Such issues are first discovered by one of two methods: referral or screening. Neuromotor disability, hearing loss, common learning disorders, and particular language and speech problems may be detected by language (Whitehurst & Fischel, 1994). Failure to meet traditional language and communication trajectories is both a risk factor for subsequent language challenges and a predictor of possible problems with reading, numeracy, and sociobehavioural facets of growth (Whitehurst & Fischel, 1994). Prospective surveys of children with speech and language disorders have shown that this group has a high degree of ongoing communication problems (Botting & Conti-Ramsden, 2000)
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