THE IMPLEMENTATION OF THE CANTOL ROUDHOH METHOD IN TEACHING SYLLABLE READING TO CHILDREN AGED 5–6 YEARS AT AL ZAMZAMI KINDERGARTEN
Abstract
This research is motivated by the low ability to read syllables in children aged 5-6 years at TK Al Zamzami, caused by conventional teaching methods that are less engaging and not aligned with children's characteristics. This study aims to describe the implementation of the Cantol Roudhoh Method in syllable reading instruction and to portray children's syllable reading abilities after participating in the learning process.This research employs a qualitative approach with a descriptive method. The research subjects were 10 children aged 5-6 years at TK Al Zamzami, along with the teacher and the school principal. Data collection techniques included observation, interviews, and documentation. Data analysis used the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. Data validity was examined through source, technique, and time triangulation. The results indicate that the implementation of the Cantol Roudhoh Method was carried out through planning, execution, and evaluation stages. During the execution stage, the teacher introduced pictures, keywords, and syllables through enjoyable play activities, such as syllable card games and singing. The children's syllable reading ability showed good development after participating in the learning. The children were able to recognize letter symbols, pronounce letter sounds, read simple syllables, and connect syllables with corresponding pictures or keywords. The children also demonstrated positive responses, including enthusiasm, active participation, and self-confidence.
Monthly Statistics (Last 12 Months)
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