| dc.identifier.citation | Arikunto, Suharsimi. 2005. Manajemen Penelitian. Jakarta: Rineka Cipta. Chourmain, Imam. 2011. Pendekatan-Pendekatan Alternatif Pendidikan Anak Usia Dini (PAUD). Jakarta: Rineka Cipta. Nugraha, Ali, dkk. 2007. Kurikulum dan Bahan Belajar di TK. Jakarta: Universitas Terbuka. Nurbiana Dhieni, dkk. 2009. Metode Pengembangan Bahasa. Jakarta: Universitas Terbuka. Pawitasari, Erma. 2012. “Masuk SD Usia 5 Tahun”. Suara Islam Edisi 127 Tanggal 11-25 Sha- far 1433 H/ 6-20 Januari 2012 M. Halaman 19. Pijar. 2008. Membaca dan Menulis. Dalam http://pendidikankita.com/? content=article_ category&cid=7. Diunduh 17 Desember 2010 pukul 07:56. Purbo, Adriani. 2010. Haruskah Anak TK Bisa Membaca dan Menulis?. Dalam http://www. parentsguide.co.id/smf/index.php?PHPSESSID=cec03c900f275038412a8c8ad0c5c04f &topic=320.5;wap2. Diunduh 17 Desember 2010 pukul 7:59. Pusat Kurikulum. 2007. Konsep Pengembangan Kurikulum Pendidikan Anak Usia Dini For- mal. Jakarta: Badan Penelitian dan Pengembangan Depdiknas. Seefeldt, Carol dan Barbara A. Wasik. 2008. Pendidikan Anak Usia Dini Menyiapkan Anak Usia Tiga, Empat, dan Lima Tahun Masuk Sekolah. Terjemahan oleh Pius Nasar. Jakarta: Indeks. Sugiyono. 2010. Metode Penelitian Kuantitatif, Kualitatif, dan R &D. Bandung: Alfabeta. | en_US |
| dc.description.abstract | This study has four goals, they are: (1) identifying the accordance between read- ing learning and the kindergarten curriculum; (2) describing the methods applied by the teachers in teaching reading; (3) acquiring the factors cause the reading learning taught in kindergarten; and (4) acquiring the problems faced by the teachers when teaching read- ing in kindergarten. The research method was evaluation. The research population were the kindergartens in Gemolong Subdistrict. The research sample was taken by purposive sampling. The research sample focused on Aisyiyah kindergartens which taught reading, i.e. Aisyiyah kindergarten I and VII. The conclusion of the research was based on the curriculum of kindergarten in applying the pre-reading learning. However, on Aisyiyah kindergarten I and VII taught reading ability to their students as extracurriculer which was given in the different time. The methods which applied by the teacher were spelling method, reading by pictures, and reading by syllables. There were many factors why the reading was taught in kindergarten, i.e (1) the societies demands who want their children could be accepted in the favorite elementary school; (2) the school (kindergarten) want to be favorite school; and (3) the readiness of the students to read. There were many problems in applying the reading learning, i.e. (1) the teachers had problems to compile the learning design; (2) many teachers did not have the relevant background knowledge; (3) the lack of parents participation to control and motivate the development of their children reading ability; and (4) the use of the media which was not optimal yet. | en_US |
