PROMOTING ANALYTICAL READING ABILITY IN EARLY CHILDHOOD BY USING STORIES TOGETHER WITH GRAPHIC DIAGRAMS

Abstract

This research aimed to compare the analytical reading ability of early childhood children before and after participating in storytelling-and-graphic-diagrams activities. Research and Innovation. This was obtained from a purposive selection of 30 students. The research tools consisted of 1) a plan for organizing storytelling activities together with a graphical chart for early childhood children.

The results of comparing the analytical reading abilities of pre-school children demonstrated that by using stories together with graphic charts, the mean scores after the experiment were higher. Before the experiment, early childhood children had a total mean of 18.69, a standard deviation of 4.80, which was at a moderate level. However, after the experiment, early childhood children had an overall mean of 29.33, a standard deviation of 6.79, considered as a good level. In consideration of the pre-test and post-test scores, it was found that there was an overall mean difference of 10.63, with each aspect having the average values ​​of the differences as follows: Application and use had the highest mean value of 2.53, followed by the analysis of events in stories that had an average of 4.30, the data collection had an average of 3.20 and the story summary had an average value of 0.60, respectively. Therefore, it can be concluded that after the experiment, early childhood children's analytical reading ability increased in all aspects with the statistical significance at 05.