Praktik Pengelolaan Lingkungan Kelas dalam Menciptakan Pembelajaran Kaya Bahasa
Keywords:
Lingkungan Kelas, Pembelajaran Kaya Bahasa, Pendidikan Anak Usia Dini, Literasi AwalAbstract
Penelitian ini bertujuan menganalisis praktik pengelolaan lingkungan kelas dalam menciptakan pembelajaran kaya bahasa pada pendidikan anak usia dini. Penelitian dilaksanakan di RA Baiturrahman Rembiga, Mataram, dengan melibatkan 200 anak kelompok A dan B (usia 4–6 tahun) serta lima informan kunci yang terdiri atas kepala yayasan, kepala sekolah, kepala bidang pendidikan, kepala kurikulum, dan guru kelas. Pendekatan yang digunakan adalah kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi berupa modul ajar, catatan anekdot, serta lembar penilaian perkembangan anak. Hasil penelitian menunjukkan bahwa penataan sudut literasi, penyediaan media bahasa interaktif, rotasi zona belajar, serta penciptaan suasana suportif dan religius mampu meningkatkan partisipasi verbal anak, memperkaya kosakata aktif, dan memperkuat kemampuan menyusun kalimat sederhana. Lingkungan kelas yang terstruktur, bersih, ergonomis, dan kaya stimulus bahasa terbukti membentuk ekologi belajar yang mendukung perkembangan bahasa secara holistik. Penelitian ini menegaskan bahwa pengelolaan lingkungan kelas bukan sekadar aspek administratif, tetapi merupakan strategi pedagogis fundamental dalam membangun fondasi literasi anak usia dini.
Downloads
References
Alasmari, J. (2023). An Examination of Children's Language Acquisition Through the Utilization of a Corpus-Based Approach. The Egyptian Journal of Language Engineering, 10(2), 69-83. https://doi.org/10.21608/ejle.2023.240309.1056
Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The Impact of Classroom Design on Pupils’ Learning: Final Results of a Holistic, Multi-Level Analysis. Building and Environment, 89, 118-133. https://doi.org/10.1016/j.buildenv.2015.02.013
Bezuidenhout, H. S. (2020). The interface between early numeracy, language and learning environments: Pedagogical implications. South African Journal of Childhood Education, 10(1). https://doi.org/10.4102/sajce.v10i1.923
Chen, P. (2025). Conceptualizing CLIL for Chinese Higher Education: An Interdisciplinary English Teaching Approach. World Journal of Educational Research, 12(4), p1. https://doi.org/10.22158/wjer.v12n4p1
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Research Brief. Learning Policy Institute. https://doi.org/10.54300/122.311
Dickinson, D. K. & Tabors, P. O. (2001), Beginning Literacy with Language: Young Children Learning at Home and School. Paul H Brookes Publishing.
Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth‐grade language and reading abilities. Child Development, 82(3), 870–886. https://doi.org/10.1111/j.1467-8624.2011.01576.x
Fadilah, R., & Aziz, T. (2024). Penerapan Metode Bercerita Dengan Pendekatan Ramah Anak Untuk Mengembangkan Bahasa Anak Usia Dini di PAUD Ar Rahman. Kiddo Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 235-246.
Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 49–83). Paul H. Brookes Publishing Co.
Marshalina, A., Suryati, N., & Zen, E. L. (2025). Exploring the 4cs in Practice: A Study of Clil Implementation in a Primary Classroom. Academic Journal Perspective Education Language and Literature, 13(1), 21-30. https://doi.org/10.33603/perspective.v13i1.10096
Omonovich, K. D. and Qizi, Y. S. O. (2025). Debate as a Tool to Enhance Motivation and Confidence in English Learning for Non-Philology Students. Journal of Education and Teacher Training Innovation, 3(2), 223-236. https://doi.org/10.61227/jetti.v3i2.192
Rehan, F. and Zaidi, S. S. (2023). Exploring How Teachers Help Kids Talk Understanding Early Childhood Language Development. Spry Journal of Literature and Linguistics, 1(1), 27-41. https://doi.org/10.62681/sprypublishers.sjll/1/1/3
Roskos, K. A., & Neuman, S. B. (2012). Classroom Management For Achieving Readers. Reading Teacher, 65(5).
Sandiarsa S, K. D. and Firman, E. (2024). Enhancing English Language Teaching: Strategies, Challenges, and Opportunities. Jurnal Ilmiah Mandala Education, 10(2), 443. https://doi.org/10.58258/jime.v10i2.6834
Snow, C.E., & Tabors, P.O. (1996). Intergenerational transfer of literacy. In L.A. Benjamin, & J. Lord (Eds.), Family literacy: Directions in research and implications for practice (pp. 73-80). Washington, DC: US Department of Education.
Wasik, B. A., & Hindman, A. H. (2011). Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development. Journal of Educational Psychology, 103(2), 455–469. https://doi.org/10.1037/a0023067
Xiao, M., Amzah, F., Khalid, N. A. M., & Rong, W. (2023). Enhancing Oral Language Skills in 5-Year-Old Children Through Drawing Activities in the Classroom. International Journal of Learning Teaching and Educational Research, 22(12), 62-83. https://doi.org/10.26803/ijlter.22.12.4
