Enhancing Reading Literacy in Early Childhood Children Aged 4-5 Years through the Whole Language Method

Abstract

Whole Language method at RA Nursyamsi Depok, involving ten students. While focusing on reading literacy, challenges such as a limited number of teachers can hinder the individual attention necessary for effective literacy learning and writing. The Action Research model employed in this study, developed by Stephen Kemmis and Robin McTaggart, consists of planning, action, observation, and reflection in a spiraling system. The analysis of research findings indicates that the Whole Language strategy significantly improves early childhood reading literacy skills. Comparative scores from pre-cycles and Cycles I and II reveal an 80% increase in children's reading abilities. The involvement of parents, teachers, and the community is crucial in fostering a reading environment that stimulates children's literacy growth. Overall, the Whole Language approach proves effective in enhancing early childhood literacy skills, highlighting the importance of a supportive learning environment.