Child Speakers Research Articles

İSVİÇRE'DE YAŞAYAN TÜRK ÇOCUKLARININ KONUŞMA BECERİLERİNİN ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ

In this study, it was aimed to determine the speaking skill levels of Turkish children living in Switzerland and attending Turkish schools and to examine whether their speaking skills differ statistically according to various variables. The sample group of the study consisted of 30 children living in various cantons of Switzerland in the 2018-2019 academic year. “Student Interview Form”, “Personal Information Form” and “Speaking Skills Evaluation Form” were used as data collection tools. Speaking skill levels of the children participating in the research; frequency, percentage and mean values were examined. T-Test and One-Way Analysis of Variance (ANOVA) in relations with normal distribution depending on the number of categories of the independent variable; relationships that did not show normal distribution were examined with the Mann-Whitney U Test and the Kruskal Wallis H Test. As a result of the analysis, it was revealed that the average score of the children's speaking skills was at an average level. When the relationship between various variables and children's speaking skills was examined, it was seen that gender caused a statistically significant difference in children's speaking skill scores. It was determined that the speaking skills of boys were significantly higher than those of girls. In addition, it was revealed that age, whether Turkish is spoken at home or not and the length of stay when traveling to Turkey did not cause a statistically significant difference on children's speaking skill scores. The results of the research were discussed and suggestions were given. Keywords: Speaking skills, Turkish education, Turkish children living in Switzerland.

Lexical Acquisition and Phonological Development in Minimally Verbal Children With Autism Spectrum Disorders.

This study examines two components of lexical acquisition and phonological development that occur during the first 50-word stage of language development in neurotypical (NT) children. One component is how children learn words based on their existing speech sound inventories (i.e., in-phonology and out-of-phonology word learning). The other component is the relationship between the children's number of words and the number of phonemes in their speech sound inventories. The goal of this study is to determine if the same two components occur in children with autism spectrum disorders (ASDs) who are older than their NT peers but are in the same stage of lexical development. This study involved 20 minimally verbal children with ASDs, ages 28-72 months, who produced five to 50 spoken words. The children's spoken words were obtained from the MacArthur-Bates Communicative Development Inventories. The speech sound inventories were obtained from the utterances produced during assessment/play sessions with the children. The children's spoken words from the Communicative Development Inventories (CDI) were categorized as either in-phonology or out-of-phonology based on whether the words began with a phoneme in the child's existing speech sound inventory. Additionally, the children's number of spoken words on the CDI was compared to the number of phonemes in their speech sound inventories. The children in this study produced in-phonology words more often than out-of-phonology words (z = -3.922; p < .001). Moreover, there was a moderate positive correlation between the children's number of spoken words and the number of phonemes in their speech sound inventories (r = .534, p = .019). The relationship between lexical acquisition and phonological development appears to exist for the children in this study, who are in the first 50-word stage of development. Clinical implications for increasing the expressive language of children with ASDs were discussed.

Children’s acquisition of negation in L1 Afrikaans

Afrikaans is a West Germanic language that originated in South Africa as a descendent of Dutch. It displays discontinuous sentential negation (SN), where negation is expressed by two phonologically identical negative particles that appear in two different positions in the sentence. The negation system is argued to be an innovation that came about through the reanalysis of a discourse-dependent (pragmatically conditioned) structure in Dutch, reinforced by proponents of the standardisation of Afrikaans who prescriptively imposed a negative concord structure onto the Dutch negation system. The Afrikaans negation system is therefore argued to be artificially created, making it crosslinguistically rare and syntactically complex, the latter possibly having a delaying effect on acquisition. This study investigates both the comprehension and production of negation by young child speakers of Afrikaans. Sentences containing negative indefinites (NIs) ( niks ‘nothing’ and geen ‘no’/ ‘none’ with a final negative particle) are compared with those containing two negative particles (referred to as SN), which are syntactically less complex. We examined (1) whether the comprehension of sentences with NIs is more difficult to acquire than that of sentences using SN and (2) when and how negation is produced by young children. Data were collected through a picture selection task (comprehension) and recordings of spontaneous speech during free play (production). Results show that the comprehension of SN was acquired before that of NI, indicating that sentences containing NIs were indeed more difficult to comprehend than those containing SN. The production data showed that even the youngest participants (age 3;0) could produce grammatically well-formed negated constructions, but that errors occurred until age 4;3. In comparison with that found for other West Germanic languages, Afrikaans’ complex system of expressing negation seems to have a delaying effect on the comprehension of negation, specifically NIs, but not on production.

PEMEROLEHAN BAHASA ANAK MELALUI PENGUKURAN MEAN LENGTH OF UTTERENCE

This research was conducted when the children were 3 years and 6 months old. The child’s nams is Muhammad Habibie. The son of Mr. Azwal Effendi and Mrs. Rostiana. This study was conducted to test the children's speaking ability in 1, 2, 3, 4 and 5 words. This study uses the average utterance length (MLU) survey method. The data collection technique was done by recording the children's spoken words using a mobile phone. The use is a tap recording method, and the recording results are written and analyzed. A method for viewing and analyzing morphemes and structures used by children. Research shows that children have poor language skills. From this the author concludes that the child cannot speak yet.

Convergent validity of functional communication tools and spoken language comprehension assessment in children with cerebral palsy.

The majority of children with cerebral palsy (CP) experience challenges in functional communication from a young age. A pivotal aspect of functional communication is language comprehension. A variety of classification systems and questionnaires are available to classify and describe functional communication skills in children with CP. A better understanding of the convergent validity of (subsections of) these tools, as well as their relationship with spoken language comprehension, will be valuable in both clinical practice and research. To investigate the convergent validity of (subsections of) functional communication tools and the relationship with spoken language comprehension in children with CP. Cross-sectional data on 138 children were subdivided into three developmental stages based on (Dutch) educational phases: ages 18 months-3;11y (n = 59), 4;0-5;11 years (n = 37) and 6;0-8;11 years (n = 42). The following functional communication tools were used to classify and describe functional communication: Communication Function Classification System (CFCS), subscales of the Caregivers Priorities and Child Health Index of Life with Disabilities-Dutch Version (CPCHILD-DV) and the Focus on Communication Under Six-34 (FOCUS-34) questionnaire. Spoken language comprehension was assessed with the Computer-Based instrument for Low motor Language Testing (C-BiLLT). Correlations between the functional communication tools, and with the C-BiLLT, were calculated using Pearson's and Spearman's correlation coefficients. It was hypothesized a priori that correlations of at least 0.60 suggest good convergent validity. At all developmental stages, a significant ordered decreasing tendency of communication outcomes was found across CFCS levels; lower CFCS levels were associated with lower scores on the CPCHILD-DV and FOCUS-34, and with a lower level of spoken language comprehension (C-BiLLT). Correlation coefficients of the functional communication tools exceeded 0.60 atall developmental stages. Correlations between C-BiLLT raw scores and the functional communication tools varied between 0.351 and 0.591 at developmental stage 18 months-3;11 years, between 0.781 and 0.897 at developmental stage 4;0-5;11 years, and between 0.635 and 0.659 at developmental stage 6;0-8;11 years. The functional communication tools assessed in this study showed convergent validity at all developmental stages. The CFCS, currently most widely used in paediatric rehabilitation, is adequate in the classification of functional communication. However, for more detailed clinical goal setting and evaluation of change in functional communication, the additional use of FOCUS-34 or CPCHILD-DV is recommended. What is already known on the subject A range of functional communication tools are available that help describe and classify functional communication in children with CP. These include the CFCS, subsections of CPCHILD-DV and FOCUS-34. The CFCS classifies functional communication in daily life with familiar and unfamiliar partners. Specific subsections of the CPCHILD-DV and FOCUS-34 include items that pertain to communicative participation. The innovative C-BiLLT provides a standardized method to assess spoken language comprehension in children with CP and significant motor impairments. What this paper adds to existing knowledge In the present study, convergent validity was confirmed between CFCS and specific subsections of the CPCHILD-DV and FOCUS-34. Correlations between these functional communication tools and the C-BiLLT were moderate to strong. What are the potential or actual clinical implications of this work? For clinical and research purposes (for instance, accurate prescription of augmentative and alternative communication-AAC), healthcare and educational professionals together with parents need to know how functional communication tools converge and how functional communication levels relate to the comprehension of spoken language. The CFCS provides a valid classification of functional communication abilities in children with CP. However, to measure change in functional communication and to evaluate treatment outcomes, use of additional functional communication tools such as the CPCHILD-DV and FOCUS-34 is recommended. When discrepancies are found between communicative abilities and spoken language comprehension, it is strongly recommended that valid tools are used in a more detailed examination of the child's spoken language comprehension skills and functional communication.

Storybook Literacy Method Increasing Language Development in Children with Speech Delay

Children's speaking ability is very important in their development. Stages in a child's language development sometimes experience delays and can become a nuisance. The most common and easily recognizable language disorder is speech delay, which means the child's level of speech development is not appropriate for his age. One of the actions that can be taken for children who have speech delays is the storybook literacy method. This method can help develop and train children's language skills and through stories children are required to be active in developing language. The purpose of the study was to determine the effectiveness of the storybook literacy method on language development in children with speech delay. This study uses the One Group pre-test and post-test design. Sampling technique using non-probability sampling saturated sampling type. The sample is 10 children with mild speech delay. The research instrument was using the Stimulation of Early Intervention Detection of Growth and Development (SDIDTK) instrument through the KPSP form. The analysis used is the T-Test. The results of the T-Test test obtained a p-value of 0.000, which means that there is an influence of the storybook literacy method on children's language development with speech delay. Storybook literacy method is effective to improve language development in children with speech delay.

STUDI DESKRIPTIF DAMPAK POLA KOMUNIKASI ORANGTUA TERHADAP PERKEMBANGAN BAHASA LISAN PADA ANAK USIA 4-5 TAHUN DI DUSUN DAMPEK DESA SATAR PADUT KECAMATAN LAMBA LEDA

This study aims to determine the types of parental communication patterns and the impact of parental communication patterns on the oral language development of children aged 4-5 years in Dampek Hamlet, Satar Padut Village, Lamba Leda District. Data was collected by means of open interviews, observation and documentation. The technique used in data analysis starts from the data collection stage, the data reduction stage, the data presentation stage, drawing conclusions and data verification. The results showed that parental communication patterns that were unidirectional or authoritarian had a negative impact on the oral language development of children aged 4-5 years in Dampek Hamlet. The two-way (democratic) communication pattern applied by parents has a positive impact and supports the development of children's spoken language. The impact is in the form of children being able to tell their experiences confidently without feeling afraid.

Challenges for Designing of Children Speech Corpora: A State-of-the-Art Review

Automatic Speech Recognition (ASR) is the use of computer hardware and software-based techniques to identify and process human voices. These systems used data from both male and female speakers. The majority of commercial ASR systems available on adult speech are working efficiently. Speech data collected from both male and female speakers were used in these systems. In recent decades, ASR systems for children have emerged, such as reading tutors, aids for foreign language learning, and computer games. Child ASR systems are essential but poorly understood in the field of computer speech recognition. The child data collection is a very complex task. Child corpus is not available publicly, and variability of children speakers and ASR developed for a particular age group is not suitable for other age groups. These are some of the reasons for less and ineffective child ASR systems. However, the non-availability of child corpus publicly is a primary reason for ineffective child ASR. Designing and developing child corpus is a very tedious task. Therefore, the primary focus of this state-of-the-art review is to discuss various challenges encountered while designing and developing child corpus.

MENINGKATKAN KEMAMPUAN KOSAKATA BERBAHASA PADA KOSAKATA BERBICARA ANAK DENGAN PENERAPAN METODE BERMAIN PERAN DI KELOMPOK A TK RESTU IBU KOTA DEPOK

This research was conducted to determine the speaking vocabulary skills of early childhood using the group A role playing method at Restu Ibu Kindergarten. The purpose of this learning improvement research was to look at the speaking vocabulary abilities of early childhood using the group A role playing method at Restu Ibu Kindergarten. In this research activity, a classroom action research model was carried out collaboratively between teachers and colleagues in class A. This research involved 20 children in group A. The data collection process was carried out by researchers by collecting the results of documentation and observation with analytical techniques, namely in the form of descriptive quantitative. The tool used is an observation instrument sheet. There is a success target in this study, namely achieving 75% of the 20 children who have language vocabulary skills which are carried out in cycle 1 and cycle 2 which shows the achievement results in the Pre-action stage with a percentage of 25%, in Cycle 1 as much as 50%, and in Cycle 2 with a success percentage of 85%. This proves that the research carried out has achieved indicators of success in children's early language vocabulary skills that have been applied by researchers. Based on the results of the study which showed an increase of more than 85%, it can be concluded that the Role Playing method can improve vocabulary skills in children's speaking vocabulary by applying the role playing method in group A, Kindergarten, Restu, Ibu Depok.

Production accuracy of word-initial consonants in Mandarin-speaking children with cochlear implants

The purpose of this study was to assess the accuracy of consonant production of children with cochlear implants (CIs) judged by naïve adult listeners. A total of 57 Mandarin-speaking children (22 with normal hearing and 35 with CIs) were recruited to produce a list of Mandarin words composed of 17 word-initial obstruent consonants in three different vowel contexts. A total number of 2628 tokens were generated and were divided into 10 subsets. One hundred Mandarin-speaking naïve adult listeners were recruited to identify the consonant productions through Gorilla, the online research platform. Each listener was randomly assigned to one subset. For each child speaker, the consonant productions were judged by 7–12 adult listeners and an average accuracy rate was calculated across all listeners for each consonant. The results revealed that the children with CIs showed lower accuracies and different confusion patterns on their consonant productions than the normal hearing controls. In particular, they demonstrated higher accuracy for stops but had major problems with the fricatives and affricates involved in the alveolar—alveolopalatal—retroflex postalveolar three-way sibilant contrast. Of the three places of the sibilant contrast, they showed the greatest difficulties for the alveolar sounds.

Lost before Lockdown – the Hidden Generation Let Down by Compulsory Schooling

The closing of UK schools to most children during the Covid 19 outbreak on an unprecedented scale, not even witnessed during the World War conflicts, caused ripples of panic across the UK. The risk to the future life chances of children and young people caused the nation to respond, from celebrities teaching children online to footballers influencing government policy. The risks associated with inaccessible school proved an unbearable thought to many. Yet the last decade has witnessed thousands of children and young people being unable to access school. These children and young people have special educational needs and disabilities (SEND), despite harrowing media stories about children being socially isolated with their future unknown, the country did not respond. Policy interventions by successive UK governments, since the late 1970’s have continued to be embedded with the intention of inclusion and reaching potential – yet many of the children at the centre remain invisible and forgotten. This research considers how policies, politicians, and educational professionals speak of children as a collective, yet fail to see the generation lost before lockdown.

KONSEP DIRI ANAK USIA 7-8 TAHUN YANG MENGALAMI KEKERASAN VERBAL (STUDI KASUS DI JALAN BANGKA 1 D RT 010/RW 013, PELA MAMPANG, JAKARTA SELATAN)

AbstrackSelf concept formed by what the child perceived to theirself. Every child formed the self concept by theirself to socialized their life. Good self concept will make the child feel proud of theirself and capable to accepted theirself as well. This study aimed 1) to described the self concept of the child age 7-8 years who suffered verbal abuse 2) to knew the form of verbal abuse had done by parents, 3) to explained the impact of verbal abuse. The method used in this study was Case Study with matching pattern of Campbell as data analysist.Data collection in this study used technique observation, interview and documentation. The results of this study showed that the child have good self concept eventhough they got verbal abuse by their parents, the form of verbal abuse had done by parents who giving bad name-calling, threatening, gave the child indirect critism to hurt the child and the impacts of verbal abuse was the child speak with bad words, the child was easily to cry and the child who had done verbal abuse also had done physical abuse. Keywords: Self Concept, Verbal Abuse

Etika Berbahasa Indoensia Anak Usia Sekolah Dasar Kelas V SD Negeri 5 Watang Sidenreng

This study aims to describe the form of ethical speaking of the elemntary school age children in grade V and found the factors cause the less ethical language at primary school age children in grade 5 SD Watang Sidenreng. This study used qualitative descriptive approach. The sources of data obtained from the fifth grade students SD Negeri 5 Watang Sidenreng totaling 28 students. Data obtained by participant observation, in-depth interviews, the study documents, then treated with qualitative descriptive analysis. The results of this study indicate that a form of ethical language in class V can be analyzed in terms of words, sentences, phrases, intonation elements (suprasegmental), and kinesic elements. The factors determining the level of ethical or less ethical levels depend on several factors, namely (1) smooth rough words. (2) a short length utterance. (3) the order of the utterance. (4) intonation (suprasegmentl), and kinesic cues. (5) the use of the pharase marker. While the factors that lead to unethical language in class V, namely (1) friends direct criticize the harsh words, (2) being the most correct opinion, (3) intentionaly accuse opponents utterance, (4) intentionally criticize the opponent utterance, (5) intentionaly embarrass oppenents utterance, (6) giving bad names, (7) brag or boast, (8) being happy if friends misfortune, (9) using derect speech, and (10) has become a bad habit.

Life in the Streets, Children Speak Out: A Case of Harare Metropolitan, Zimbabwe

The number of children living in the streets of Harare Metropolitan, Zimbabwe, continues to increase. Street children comprise both boys and girls who have run away from home for one reason or another, to pursue a livelihood in the streets. Responses from the general public have been that of discrimination and stigmatisation, accusing street children of crime and prostitution. Children in the streets have responded with suspicion, frustration, anger and fights to their treatment by the general public, thus, the vicious cycle of ‘blame game and vulnerability’ continues unabated. A lasting solution to the challenge has eluded both government and partners. Major interventions have included the forcible commitment of street children to children’s homes. However, children soon trickle back to the streets, their usual source of livelihood. The study sought to examine street children’s way of life and challenges, with a view of proffering more sustainable solutions to the street children hazard in Zimbabwe. This study employed a qualitative case study design and used non-random sampling techniques to select participants. Semi structured interviews and questionnaires were used to solicit data from research participants. Manual thematic data analysis was used to deduce meaning from the set of data gathered. Extreme poverty, parental child abuse and maltreatment tend to drive children out of their homes to seek solace in the streets. Child abuse by step parents and guardians were particularly to blame. Ironically, street life continues to expose children to situations that endanger their lives. Children, particularly girls, were at more risk of sexual abuse and contracting COVID-19 in the streets, while young and weaker boys were at risk of physical abuse by older children. Parenting education should be integrated in all programmes targeting parents and communities, be they developmental or humanitarian. A case by case approach, as compared to the one size fits all, should be the basis for the designing of interventions to address the street children challenge.

Implementasi Metode Bercerita dalam Peningkatan Kemampuan Berbicara Anak Usia Dini 4-6 Tahun

Language is one aspect of early childhood development apart from religion and morals, physical and motor, cognitive, social emotional, and art. In the aspect of language development, it includes 1) understanding language and 2) expressing language. Speaking is part of the way to express language and children's speaking skills are needed as a means of communication for children. Based on the results of initial observations at Mawar Cikalong Kindergarten which showed that the speaking ability of children aged 4-5 years was still low. As an educator who is critical and solution-oriented, the author chooses the storytelling method as an effort to improve the storytelling skills of children aged 4-5 years at Mawar Cikalong Kindergarten. The storytelling method is carried out periodically and continuously with variations using media and not using media. The success rate of speaking ability in children aged 4-5 years in Mawar Cikalong Kindergarten is achieved to be more and better than the initial observation. It can be concluded that the storytelling method is able to improve the speaking ability of children aged 4-5 years in Mawar Cikalong Kindergarten.

Mental health in relation to parents of children with disabilities in india

Parenting is regarded as the most amazing experience a person can have, and it is true to say that parents are essential in assisting children in growing and developing to the fullest extent possible. However, the most beautiful phase may become challenging if the child deviates from normalcy. Speaking of children with disabilities, parents of children with disabilities experience such social, psychological, emotional, and physical disturbances in life as their children strongly rely on them for their fundamental needs such as food, life skills, special education, safety, and care, etc. Worry, anxiety, despair, overprotection, rejection, and self-blame are all typical feelings for parents when they discover their child's condition. They are found to be frequently struggling with social situations as well. In such a condition, how can a parent be expected to have both balanced psychological well-being and a healthy parenting style? In order to highlight the importance of the delivery of appropriate interventions at the right moment to support parents in need, the researchers felt the need to conduct a study related to the dimensions and mental health status of parents of children with disabilities. For this study, a sample of 50 parents having children with disabilities (CwDs) and 50 parents having children without any disability (Cw/oDs) was prepared. The Mithila Mental Health Status Inventory was used to gather the data from the sample taken from Delhi, India. The hypothesis was framed and tested through descriptive and inferential statistical tools. In the end, the findings revealed that there was emotional instability, alienation, and egocentrism among parents of CwDs, and it was ultimately determined that the mental health of the parents of CwDs was poor. The mental health of parents of Cw/oDs was estimated to be average, with low levels of social alienation, emotional instability, and emotional nonconformity. Additionally, there was a statistically significant difference between the mental health of CwD parents and Cw/oD parents. The study proposes that since a parent's mental health directly affects how they parent their child, practitioners who work with families of CwDs must inquire about the mental strength of the parents and offer advice on coping mechanisms in order to reduce the stress levels of the parents. The good mental health of the parent is directly related to the quality of life of the entire family.

Effects of Fixed Labial Orthodontic Appliances on Oral Functions in Arabic Speaking Children

Effects of Fixed Labial Orthodontic Appliances on Oral Functions in Arabic Speaking Children

A formant modification method for improved ASR of children’s speech

Differences in acoustic characteristics between children’s and adults’ speech degrade performance of automatic speech recognition systems when systems trained using adults’ speech are used to recognize children’s speech. This performance degradation is due to the acoustic mismatch between training and testing. One of the main sources of the acoustic mismatch is the difference in vocal tract resonances (formant frequencies) between adult and child speakers. The present study aims to reduce the mismatch in formant frequencies by modifying formants of children’s speech to better correspond to formants of adults’ speech. This is carried out by warping the linear prediction (LP) spectrum computed from children’s speech. The warped LP spectra computed in a frame-based manner from children’s speech are used with the corresponding LP residuals to synthesize speech whose formant structure is closer to that of adults’ speech. When used in testing of an ASR system trained using adults’ speech, the warping reduces the spectral mismatch in speech between training and testing and improves the system performance in recognition of children’s speech. Experiments were conducted using narrowband (8 kHz) and wideband (16 kHz) speech of adult and child speakers from the WSJCAM0 and PF_STAR databases, respectively, and by recognizing children’s speech using acoustic models trained with adults’ speech. The proposed method gave relative improvements of 24% and 11% for the DNN and TDNN acoustic models, respectively, for narrowband speech. For wideband speech, the technique gave relative improvements of 27% and 13% for the DNN and TDNN acoustic models, respectively. The performance of the proposed method was also compared to two speaker adaptation methods: vocal tract length normalization (VTLN) and speaking rate adaptation (SRA). This comparison showed the best recognition performance for the proposed method. We also combined the proposed method with VTLN and SRA, and found that the combined method gave a further reduction in WER. Moreover, our experiments carried out for noisy speech using various types of additive noise and signal-to-noise ratios showed that the proposed method performs well also for degraded speech.

National and cultural elements in Russian children's discourse

The work is devoted to the topical problem of linguoculture. The subject of the research is cultural codes in children's discourse based on the materials of the living speech of Russian children on the site "Children Speak". For the research general scientific methods of analysis and generalization, descriptive and contextological methods, the method of linguoculturological and ontogenetic analysis are used. As a result, the linguocultural and linguo-sociological aspects of the formation of a child's linguistic personality are considered. At the same time, attention is focused on identifying the peculiarities of Russian children's discourse in the linguocultural aspect, studying the ethnocultural determinants of creating the linguistic personality of children. Based on the results of the analysis, it was concluded that the national culture is one of the decisive factors affecting the speech activity of children. In the process of mastering the native language, the child simultaneously acquires a special national mentality and creates a system of values that coincides with it, such as patriotism, the symbolic meaning of animal archetypes, attitude towards the family, etc. Moreover, under the influence of a child's linguistic personality, a certain deviation from the usual national worldview is also manifested in children's discourse.

Improving Speaking Ability Through Picture Card Assisted Storytelling Method For Children 5-6 Years Old In Kindergarten

This study aims to improve the speaking ability of children aged 5-6 years in Mutiara Hati Krian Sidoarjo Kindergarten through storytelling method assisted by picture card media. This type of research is Classroom Action Research (CAR) which is carried out in two cycles with three meetings in each cycle. The data collection technique used is descriptive quantitative and descriptive qualitative. The indicator of success in this study is if the average value of children's speaking ability through storytelling method assisted by picture card media has reached the very well developed criteria (BSB) with a percentage of 75%-100%. The results of this study indicate an increase in children's speaking skills through storytelling methods assisted by picture card media at Mutiara Hati Krian Sidoarjo Kindergarten gradually from pre-cycle, first cycle and second cycle. This is evidenced by the increase in the average speaking ability of children in the pre-cycle by 33%, increasing to 58% in the first cycle of action and reaching 92% in the second cycle of action. The results of this study are expected to provide information to institutions that handle early childhood or the general public who need information about the application of picture card-assisted storytelling methods to improve speaking skills in children aged 5-6 years. Keywords - Speaking Ability, Storytelling Method, Cards Picture