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TEACHER STRATEGIES IN USING THE CANTOLAN METHOD TO DEVELOP LITERACY IN KINDERGARTEN CHILDREN AT TK IT AR-RANTISI ANJANI TIMUR Salbiyah Afrilian; Heni Purwulan; Erlina Yuliastuti
As-Sulthan Journal of Education Vol. 3 No. 5 (2026): September
Publisher : As-Sulthan Journal of Education

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Reading literacy in early childhood plays a crucial role in supporting children's readiness to learn at the next level of education, yet in practice it is often hampered by monotonous teaching methods that place children under unnecessary pressure. Indonesia's reading literacy remains comparatively low: the 2022 PISA results place Indonesian students 71st of 81 participating countries with a reading score of 359, below the OECD average, and roughly 75% of 15-year-olds are reported to be able to decode text without fully comprehending its content. This condition is also reflected among kindergarten pupils at TK IT Ar-Rantisi, Anjani Timur, prompting its teachers to adopt the cantolan (mnemonic-hook) method as part of their literacy development strategy. This study aims to describe the strategies employed by teachers in implementing the cantolan method to develop early reading literacy at TK IT Ar-Rantisi Anjani Timur. A qualitative, descriptive-phenomenological approach was used, with data obtained through participant observation, unstructured interviews with the school principal, two classroom teachers, and two parents, as well as documentation, which were then analyzed following the Miles and Huberman model of data reduction, data display, and conclusion drawing, with source triangulation applied to ensure credibility. The findings reveal two interrelated strategies. First, teachers plan instruction effectively and adaptively through a Weekly Lesson Plan (Rencana Pelaksanaan Pembelajaran Mingguan/RPPM) that allows activities, media, and repetition to be tailored to children's actual abilities rather than a rigid daily plan. Second, teachers implement instruction contextually, flexibly, and enjoyably by linking each syllable to concrete, familiar objects in the children's environment (for example, the syllable “ba” with the image of a baju, or shirt), combining classical and individual teaching, and integrating the activity with singing, storytelling, and play in line with children's developmental psychology during the so-called golden age. Through this approach, children move beyond mechanical, sound-by-sound reading toward a genuine grasp of vocabulary and the meaning of simple sentences, while parents report that the cantolan associations continue to support children's recall of learning material at home. The study concludes that the combination of adaptive planning and contextual, enjoyable implementation makes the cantolan method an effective vehicle for developing early reading literacy without imposing pressure on young learners.

PENGARUH MEDIA KARTU BERGAMBAR TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN SISWA KELAS II SEKOLAH DASAR Elpia Hamidah; Eko Pujianto; Erlina Yuliastuti
As-Sulthan Journal of Education Vol. 3 No. 6 (2026): November
Publisher : As-Sulthan Journal of Education

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Reading comprehension is a fundamental skill for elementary school students, yet second-grade students at SDN 1 Surabaya Lepak still showed low reading comprehension because instruction reliade on lectures and textbooks with limited visual media. This study investigated the effect of picture card media on students’ reading comprehension. A quantitative approach with pre-experimental one-group pretest-posttest design was applied. The population and sample consisted of all 18 second-grade students, selected through saturated sampling. Data were obtained from tests, observations, and documentation, and were examined using descriptive statistics, the Shapiro–Wilk normality test, the paired-samples t-test, and N-Gain analysis. The average score rose from 44.61 on the pretest to 81.72 on the posttest. The paired-samples test produced a t statistic of 17.618 in magnitude, with 17 degrees of freedom and a two-tailed significance value of 0.000, which was below 0.05. The mean N-Gain was 0.6663, or 66.63%, placing the improvement in the moderate category. These results suggest that picture card media significantly enhanced the reading comprehension of the second-grade students. Nevertheless, because the study involved a small sample and did not include a control group, the findings should be interpreted cautiously and should not be generalized beyond the class under investigation.

PENGARUH METODE BERMAIN PERAN TERHADAP KEMAMPUAN BERBAHASA LISAN PADA ANAK USIA DINI KELAS B DI TK ISLAM AN-MANHAL NW DASAN MENAK Misratul Aeni; Heni Purwulan; Erlina Yuliastuti
As-Sulthan Journal of Education Vol. 3 No. 6 (2026): November
Publisher : As-Sulthan Journal of Education

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This study aimed to determine the effect of the role-playing method on the oral language skills of early childhood students in Group B of TK Islam An-Manhal NW Dasan Menak. The study employed a quantitative approach with a Pre-Experimental Design using a One Group Pretest-Posttest Design. The sample consisted of 18 children. Data were collected using a validated observation sheet of children's oral language skills. Data analysis included normality testing, homogeneity testing, and hypothesis testing using the Paired Sample t-Test with the assistance of SPSS. The results showed that the mean pretest score was 43.44, while the mean posttest score was 73.94, indicating an improvement of 30.50 points after the implementation of the role-playing method. The Paired Sample t-Test produced a t-value of -20.697 with a significance value of Sig. (2-tailed) < 0.001. Therefore, H0 was rejected and Ha was accepted. The findings indicate a significant effect of the role-playing method on children's oral language skills. Role-playing activities provided opportunities for children to speak, engage in dialogue, answer questions, express opinions, use vocabulary, and interact with peers in an enjoyable learning atmosphere.

PENGARUH PELAKSANAAN KEGIATAN EKSTRAKURIKULER PRAMUKA TERHADAP PERKEMBANGAN NILAI-NILAI SOSIAL SISWA Husna Hayati; Ida Wahyu wijayati; Erlina Yuliastuti
As-Sulthan Journal of Education Vol. 3 No. 6 (2026): November
Publisher : As-Sulthan Journal of Education

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Scout extracurriculer activities are not only activities for developing students’ interests and talents but can also serve as a means of developing students’ social values through activities that foster cooperation, responsibility, discipline, empathy, and social concern. However, the development of students’ social values through these activities needs to be identified and empirically examined. The study aimed to determine the influence of scout extracurricular activities on the development of students’ social values at SDN 2 Jurang Jaler. This research employed a quantitative approach with an ex post facto correlational design. The population consisted of all 65 students participating in scout extracurricular activities at SDN 2 Jurang Jaler. Th sampling technique used was total sampling therefore all members of population wre selected as the research sample. The research instrument was a Likert-scale questionnaire. Data were analyzed using validity tests, and realibility tests, normality and linearity tests, and hypothesis testing through simple linear regression analysis with the assistance of IBM SPSS Statistics version 32. The result showed that the data were normally distributed, with significance values of 0,200 for variable X and 0,177 for variable Y. the data also met the linearity assumption, with a deviation from linearity significance value of 0,181. The hypothesis testing result indicated a significance value of 0,001 (<0,05), meaning that H0 was rejected and H1 was accepted. These findings indicate that scout extracurriculer activities have a significant influence on the development of students’ social values at SDN 2 Jurang jaler. The coefficient of determination (R2) was 0,671, indicating that scout extracurriculer activities contributed 67,1% to the development of students’ social values, while the remaining 32,9% was influenced by other factors not examined in this study. Therefore, scout extracurriculer activities have a significant influence on the development of students’ social values at SDN 2 Jurang Jaler.

MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN MENGGUNAKAN MEDIA PERMAINAN KARTU KATA PADA SISWA KELAS II MI AN-NABAWIYAH NW GELANGGANG Era Susanti; Ida Wahyu Wijayati; Erlina Yuliastuti
As-Sulthan Journal of Education Vol. 3 No. 6 (2026): November
Publisher : As-Sulthan Journal of Education

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This study aimed to describe the beginning reading skills of second-grade students before the use of word card game media and to examine the effect of this media on their beginning reading skills at MI An-Nabawiyah NW Gelanggang in the 2025/2026 academic year. Preliminary observation showed that some students struggled to recognize letters, read syllables, form words, and read simple sentences. This quantitative study used a cross-sectional design. The population and sample consisted of all 25 second-grade students, selected through total sampling. The researcher collected data with a Likert-scale questionnaire and documentation. The researcher then tested validity, reliability, normality, and linearity, and ran simple linear regression in IBM SPSS Statistics. The results showed that the students’ beginning reading skills were low before the media was used, and that the media was implemented well and received positive respons, with mean score of 53.84 for media use. The regression equation was Y = 1.488 + 0.914X, with R = 0.994 and R2 = 0.988. the significance value of 0.000 fell below 0.05, so the researcher rejected H0 and accepted H1. Word card game media improves the beginning reading skills of second-grade students.

DEVELOPING A SOCIAL-SEMIOTIC MULTIMODAL DIGITAL ENGLISH BOOK FOR YOUNG EFL LEARNERS: A DESIGN-BASED RESEARCH STUDY IN AN INDONESIAN PRIMARY SCHOOL Endah Kurtianti; Erlina Yuliastuti; Rina Purwantini; Vanensia Junita Intan Djawa
English Review: Journal of English Education Vol. 14 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i3.338

Digital materials for young English as a Foreign Language (EFL) learners are increasingly multimodal, yet the pedagogical coordination of text, image, audio, layout, navigation, and interaction is often treated as a technical rather than meaning-making issue. This study developed and evaluated a social-semiotic Multimodal English Book (MEB) for Grade 3 learners in an Indonesian primary school through a limited collaborative design-based research (DBR) cycle. Needs analysis, teacher co-design, prototype development, expert validation, a classroom trial with 24 students, and revision informed the design. Expert-validation percentages were 95.00% for content/Teaching English for Young Learners (TEYL), 91.67% for media design, 89.21% for language, and 90.28% for social-semiotic multimodality. Student and teacher descriptive response averages were 91.67% and 92.71%, respectively. Because the student questionnaire showed unsatisfactory internal consistency (α = -1.887), these user-response percentages are interpreted descriptively. Audio was the highest-rated student feature, while navigation and teacher guidance indicated revision priorities. The study offers preliminary, contextually grounded design principles for coordinating multimodal resources in TEYL. Further instrument refinement, sustained implementation, and learning-outcome evaluation are required.

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