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All Journal Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Jurnal Ilmiah Profesi Pendidikan
Leonia, Rizqy Aisyah
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Education Social Sciences Other

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The Effectiveness of Educational Games in Understanding Learning English for Kindergarten Students Bunga Bangsa School, Indonesia Candra, Kiki Irafa; Leonia, Rizqy Aisyah; Suyantri, Eni
Jurnal Ilmiah Profesi Pendidikan Vol. 9 No. 3 (2024): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v9i3.2612

Abstract

Education to children is very instrumental for understanding future learning, to be able to provide understanding for children must be with a fun learning model with games. This study aims to see the effectiveness of educational games Word Scavenger Hunt on the understanding of English learning at Bunga Bangsa Kindergarten, this study uses quasi-experimental methodology with a control group and an experimental group. In addition, the students of Bunga Bangsa Kindergarten gave positive reactions to the educational games used in learning because the educational games made the learning process more fun, exciting and by incorporating educational games into English learning is an effective approach to improve learning outcomes. In addition, the media can stimulate students' desire and enthusiasm to learn English in the long run. So in conclusion, Bunga Bangsa Kindergarten students understand English learning more easily through the Word Scavenger Hunt educational game than only with the Conventional learning model.
Supporting Preschool Pre-Reading Development through Illustrated Flashcards and Chain Word Play: A Quasi-Experimental Study in Indonesian Kindergartens Leonia, Rizqy Aisyah; Khotimah, Nurul; Rachman, Budi; Fairuzillah, Muhammad Naufal
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.111-05

Abstract

Pre-reading development plays an important role in children’s early literacy formation, yet questions remain over how different instructional routes support this process in preschool settings. Although visual media and language-based play are both widely used in early childhood classrooms, comparative evidence on their relative contribution to early literacy remains limited, particularly in everyday kindergarten contexts. This study examined the effects of illustrated flashcards and chain word play on the pre-reading skills of children aged 5 to 6 years and compared their relative performance under classroom conditions. A quantitative quasi-experimental design was employed using a non-equivalent group pretest-posttest structure. The participants were 60 kindergarten children from two early childhood education institutions in Yogyakarta, Indonesia, with 30 children in each intervention group. Pre-reading skills were assessed through an observation-based and performance-based instrument covering letter recognition, initial sound identification, word recognition, and simple word reading. Data were analysed using paired-sample and independent-sample t-tests after normality and homogeneity assumptions were satisfied. Both interventions were associated with statistically significant gains in children’s pre-reading scores. However, the posttest comparison showed a significant difference between groups, with the illustrated flashcard group achieving stronger end-point performance. These findings suggest that visual-symbolic support may offer a more immediate advantage for early pre-reading development, while chain word play remains valuable for strengthening the oral and phonological foundations of literacy. The study contributes comparative evidence to current discussions on emergent literacy by showing that different instructional forms may not produce the same pattern of gain, even when both are pedagogically worthwhile.
Co-Authors Candra, Kiki Irafa Fairuzillah, Muhammad Naufal nurul khotimah Rachman, Budi SUYANTRI, ENI