THE INFLUENCE OF LETTER BLOCK MEDIA ON THE EARLY READING ABILITY OF 4-5 YEAR OLD CHILDREN

Pengaruh Media Balok Huruf Terhadap Kemampuan Membaca Permulaan Anak Usia 4-5 Tahun

Abstract

Early reading skills are an aspect of language development that requires stimulation from an early age. However, observations at TK ABA 15 Medan indicate that some children aged 4–5 years still struggle with recognizing letters, pronouncing syllables, and arranging letters into simple words. While various studies have examined literacy learning media, the use of "word blocks" a concrete manipulative tool—to enhance early childhood literacy skills remains limited. Therefore, this study aims to determine the effect of word block media on the literacy skills of children aged 4–5 years at TK ABA 15 Medan. The study employs a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The subjects consisted of 18 children aged 4–5 years. Data were collected using a literacy skills observation sheet covering indicators such as letter recognition, syllable pronunciation, and word formation. Data analysis was conducted using a paired-sample t-test with the aid of SPSS version 20. The results show a significance value (Sig. 2-tailed) of 0.000 (< 0.05), indicating a significant effect of word block media on the literacy skills of children aged 4–5 years at TK ABA 15 Medan. These findings demonstrate that word blocks are effective literacy learning tools, as they foster child engagement in the learning process through concrete, interactive play activities. The study implies that word blocks can serve as an alternative learning medium for early childhood educators to develop children's literacy skills in a manner that is engaging, enjoyable, and aligned with the developmental characteristics of young children.