Metode Show and Tell untuk Meningkatkan Kemampuan Berbahasa Anak Usia Dini

Abstract

Initial observations showed that some children in Group B2 had difficulty expressing ideas, answering simple questions, constructing short sentences, and speaking in front of their peers. This study aimed to describe the implementation of the Show and Tell method in developing children’s language skills at TK Harapan Bangsa in Simangambat Urban Village. The study employed Kemmis and McTaggart’s classroom action research model, comprising planning, action, observation, and reflection. The participants consisted of 11 children aged 5–6 years. The intervention was implemented during May–June 2026 in two cycles, each consisting of two sessions. Data were drawn from observations of teacher and child activities, interviews, RPPH, and documentation. The indicators of language skills included naming objects, explaining their characteristics and uses, answering simple questions, and talking about familiar objects using simple sentences. The findings showed that combined attainment in the Developing as Expected (BSH) and Developing Very Well (BSB) categories increased from 36% to 45% in Cycle I, then from 73% to 91% in Cycle II following instructional improvements based on reflection. At the end of the intervention, seven children (64%) were in the BSB category, three children (27%) in BSH, and one child (9%) in Beginning to Develop (MB), with none in Not Yet Developing (BB). These findings indicate that Show and Tell provides concrete communication experiences through showing objects, providing explanations, answering questions, and interacting. This study supports the use of the method as an alternative learning activity to stimulate young children’s language skills.