Improving Reading Ability Through Creative Word Play in Group B at TK 2 Wonoagung

Abstract

Reading ability in early childhood is an important aspect of language development because it forms the foundation for recognizing letters, syllables, and simple words. Preliminary observations at TK 2 Wonoagung, revealed that the reading ability of Group B children still needed improvement. Of the 10 children observed, 2 had difficulty distinguishing letters, 3 struggled to combine letters, 2 experienced difficulties reading syllables, and 3 were able to read simple words with teacher guidance. This study aimed to improve children’s reading ability through creative word play activities. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of two cycles with the stages of planning, action, observation, and reflection. The subjects were 10 Group B children consisting of 6 girls and 4 boys. Data were collected through observation and documentation. The results showed a significant improvement in children’s reading ability, increasing from 53.75% in the pre-cycle stage to 60% in Cycle I, 77.5% in Cycle II Meeting 1, and 88.75% in Cycle II Meeting 2. Of the 10 children participating in the study, 9 children (90%) achieved the Very Well Developed (BSB) category by the end of Cycle II Meeting 2, while 1 child (10%) was in the Developed as Expected (BSH) category. These findings indicate that creative word play activities were effective in improving children’s reading ability.